The learning-style-based approach and optimal use of e-resources in teaching ecological disciplines

Abstract

The paper aims to optimise electronic resources used in teaching ecological chemistry following the educational preferences of students. An approach is used to select e-resources in accordance with the available individual learning preferences of students, teaching styles of teachers and the content of the discipline. The R. Felder and B. Soloman model studied the learning preferences of students of Kryvyi Rih State Pedagogical University majoring in chemistry and informatics and students of Kyiv National University of Technologies and Design majoring in industrial pharmacy. Most students in both groups study visually, sensitively, actively and sequentially. Didactic materials on the theme “Ecological chemistry of the lithosphere” of the content module “Ecological chemistry of environmental objects” were elaborated according to student groups’ learning profiles. Expanding the content of the course of ecological chemistry is proposed by including an additional topic on the problems of environmental pollution of medicinal plants. The new topics’ content is considered to better match the educational material with the prevailing sensitive learning style in most students and simultaneously strengthen the ecological component and form the necessary competencies in future professionals. Forms of work that involve the use of different cognitive functions are described and therefore contribute to their balanced development. It allows a person to be flexible in the unrestrained development of technological progress, be open to different ways of obtaining information, and perceive it without resistance and stress.