The Current State of using the Cloud-based Systems of Open Science by

Teachers of General Secondary Education

Maiia V. Marienko

1 a

Institute for Digitalisation of Education of the National Academy of Educational Sciences of Ukraine, 9 M. Berlynskoho

Str., Kyiv, 04060, Ukraine

Keywords:

Cloud-Oriented Methodological System, Teacher Training, Science and Mathematics Subjects, Scientiﬁc

Lyceums.

Abstract:

The article presents the analysis of the results of the ascertaining stage of the pedagogical experiment “Design

of a cloud-oriented methodological system of training teachers of natural and mathematical subjects to work in

a scientiﬁc lyceum”. An analysis of recent research and publications has shown that scholars have sufﬁciently

considered the problem of reforming teachers’ training. A valuable trend is revealed in Ukrainian research on

the design of cloud-based systems, it is devoted to the systems of open science, but the proposed systems relate

exclusively to certain specialties, or are entirely scientiﬁc. Currently, there is no cloud-based system that would

become a tool in the teachers of science and mathematics training to prepare them to work in the scientiﬁc

lyceum. The current state of the art of using open science services by teachers of natural and mathematical

subjects during the preparation of educational materials was clariﬁed; the readiness of teachers to perform their

own research and teach students to conduct research work is analyzed and the level of teachers’ awareness of

the functions and requirements of scientiﬁc lyceums is determined. The analysis of the conducted survey

showed that most teachers recognize the need in scientiﬁc activities for a teacher of a scientiﬁc lyceum. Most

respondents do not use English language resources and services due to their low level of language proﬁciency.

It has been found that one of the most important ways to get involved in science, as for the math teachers’ view,

is the participation in scientiﬁc conferences. Analysis of the results of the ascertaining stage of the pedagogical

experiment shows that there is a problem of preparing teachers of natural sciences and mathematics for work in

the scientiﬁc lyceum. It needs further solution through preliminary testing and implementation of a specially

created cloud-based methodological system that would support the introduction of the open science systems

and services in teachers’ training and educational process.

1 INTRODUCTION

Nowadays, teachers of science and mathematics are

faced to quite high demands concerning the mastery

of the subject and the professionalism of teaching the

younger generation. The modern teacher should study

throughout life, be interested in innovations in the

ﬁeld of information technology in order to diversify

and improve the presentation of educational material.

This is an objective necessity nowadays. However, in

2020, due to the epidemiological situation in Ukraine,

in order to implement the Resolution of the Cabinet of

Ministers of Ukraine No. 211 of March 11, 2020 “On

preventing the spread of coronavirus decease COVID-

19” in Ukraine, a letter was approved by the Ministry

of Education and Science of Ukraine, No. 1/9-173

https://orcid.org/0000-0002-8087-962X

of March 23, 2020. The letter states that: “Under

quarantine conditions, teachers work with students at

home by using distance learning technologies, tak-

ing into account the material and technical opportuni-

ties of the educational institution”. That is, a modern

teacher of natural sciences and mathematics must be

ready to organize distance learning for students and

have all the necessary techniques for its effective im-

plementation. It should be noted that the Regulation

on distance learning was adopted on April 30, 2013

by the Ministry of Education and Science of Ukraine

(MON, 2013). There is the only ways to implement

distance learning: the use of distance learning tech-

nologies. Therefore, there is a need to ﬁll possible

gaps in teacher education, in particular, through the

introduction of cloud technology in the training pro-

cess.

The advantages of using cloud services in ed-

466

Marienko, M.

The Current State of using the Cloud-based Systems of Open Science by Teachers of General Secondary Education.

DOI: 10.5220/0010932900003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 466-472

ISBN: 978-989-758-558-6

ucation have been repeatedly discussed in (Bon-

darenko et al., 2019; Lytvynova, 2016; Shyshkina,

2015; Vakaliuk, 2019). Among them: saving comput-

ing resources of the device; simultaneous work of on-

line user groups; study and work anywhere and any-

time; performing tasks from any device (the need is

only to connect to the Internet); organization of dis-

tance learning online.

The use of the cloud-based systems of open sci-

ence in the process of teachers’ training is now poorly

studied and elaborated and needs further investiga-

tion.

2 LITERATURE REVIEW

The system of forms of teacher training in accor-

dance with the requirements of the New Ukrainian

School were described in (Marchenko, 2019). It was

identiﬁed that the basis of modern teachers’ training

courses is the development of creativity, creativity,

professional abilities and skills. The cloud technolo-

gies are brieﬂy reviewed as a means to be familiar

with certain topics of the subject area and perform in-

dividual practical tasks.

Krutova (Krutova, 2019) studied the problem of

using information and communication technologies in

the system of professional development of teachers.

Krutova (Krutova, 2019), in particular, provides a list

of Ukrainian and foreign platforms (distance learning

courses) for teacher training.

Yevtushenko (Yevtushenko, 2018) identiﬁed the

goals and objectives of advanced training of teachers

of natural sciences and mathematics in terms of re-

forming education in Ukraine. In another study Yev-

tushenko (Yevtushenko, 2019) examines the problem

of teachers’ information culture, which he considers

as the ability to perceive and learn something new.

Shyshkina (Shyshkina, 2015) studied the problem

of designing a cloud-based educational and scientiﬁc

environment of higher education. The main problem

outlined in (Shyshkina, 2015) are: the considering

of methodological principles of creation and devel-

opment of educational and scientiﬁc environment of

higher education institution based on cloud technolo-

gies, determination of criteria for its formation and

evaluation.

The research (Lytvynova, 2016) is devoted to

the cloud-based learning environments as a tool for

solving problems related to the learning mobility of

all participants in the learning process. Vakaliuk

(Vakaliuk, 2019) deﬁnes the meaning of the concept

of “cloud-based learning environment for bachelors

of computer science” and provides a description of

the structural model of cloud-based learning environ-

ment for bachelors of computer science.

Kuzminska (Kuzminska, 2020) researched theo-

retical and methodical bases of designing and appli-

cation of digital educational environment of scientiﬁc

communication of masters-researchers.

Mayer (Mayer, 2015) studied the problems of

open science, e.g, the terminological apparatus and

areas of use of open science.

Marilyn and Edrick (Marilyn and Edrick, 2012)

considered using the Science-Forums.net platform for

scientiﬁc collaboration.

Researchers have considered the problem of

teachers’ training in accordance with the basic provi-

sions of the New Ukrainian School Conception and

put forward the idea that the program of teachers’

training courses should include the study of cloud

technologies. However, this is not a comprehensive

study for the further use of the system of cloud ser-

vices that will help teachers in preparing for work in

the scientiﬁc lyceum. There are also some studies on

the use of ICT in the educational process, the features

of ICT and their shortcomings. However, the problem

is very widely disclosed, it is not speciﬁed and is not

focused on a speciﬁc target group. Also, some studies

have considered the issue of updating advanced train-

ing courses for teachers of natural sciences and math-

ematics in connection with the reform of education in

Ukraine.

Scientists have sufﬁciently considered various

models of organization of the educational process

using information and communication technologies

(ICT). In addition, scientists have developed mod-

els of cloud-based environment, in particular for the

training of relevant proﬁles. However, the problem

of designing a cloud-oriented methodological system

for preparing teachers of science and mathematics

to work in a scientiﬁc lyceum remains insufﬁciently

studied.

The current state of preparation of teachers of nat-

ural sciences and mathematics for work in the sci-

entiﬁc lyceum requires additional research and anal-

ysis. In particular, the skills of the use of the rel-

evant ICT tools or cloud services at each stage of

research should be considered. These prerequisites

caused the need to launch a scientiﬁc and pedagogi-

cal experiment “Designing a cloud-oriented method-

ological system for training teachers of science and

mathematics to work in a scientiﬁc lyceum” in 2019.

The main task of the research is to analyze and in-

terpret the results of the ascertaining stage of the ped-

agogical experiment “Design of the cloud-oriented

methodical system of training teachers of natural and

mathematical subjects to work in a scientiﬁc lyceum”,

The Current State of using the Cloud-based Systems of Open Science by Teachers of General Secondary Education

467

revealing the readiness of the Ukrainian teachers for

using the cloud-based systems of open science in the

educational process.

3 METHOD

In a previous study (Shyshkina and Marienko, 2020)

outlines the term “adaptive cloud-based system of

open science”: “it is a cloud-based system (based on

a cloud platform), which in its parameters can be au-

tomatically adjusted by the goals and objectives of

the scientiﬁc cooperation process, different individual

features and educational and scientiﬁc needs of the

participants of the virtual research team” (Shyshkina

and Marienko, 2020). Since this study is not about

adaptability, we can say that the technology of cloud-

based systems of open science means purposeful, spe-

cially organized sets of information processes using

cloud-based systems that meet all the principles of

open science.

The pedagogical experiment on “Designing a

cloud-oriented methodological system for training

teachers of natural sciences and mathematics to work

in a scientiﬁc lyceum” was launched in 2019 as

part of the planned research “Adaptive cloud-based

system of training and professional development of

teachers of general secondary education” (DR No.

0118U003161, 20182020), conducted at the Institute

of Information Technologies and Learning Tools of

the National Academy of Educational Sciences of

Ukraine. Research work is carried out on the ba-

sis of 6 institutions of higher education of Kherson

State University, Kryvyi Rih State Pedagogical Uni-

versity, Ternopil Volodymyr Hnatiuk National Peda-

gogical University, Rivne Regional Institute of Post-

graduate Pedagogical Education, Bogdan Khmelnit-

sky Melitopol State Pedagogical University and Zhy-

tomyr Polytechnic State University. Experimental

work on the design and use of a cloud-based system

of traing and professional development of teachers

of scientiﬁc lyceums is planned as a natural, cross-

pedagogical experiment, which consists of the fol-

lowing stages: preparatory and research. Thus, the

research stage is divided into: ascertaining, forming

and control.

The purpose of the experiment is to design and

verify experimentally the cloud-based methodologi-

cal system of training teachers of natural sciences and

mathematics to work in a scientiﬁc lyceum.

The use of cloud technologies and cloud ser-

vices in the educational process is a promising trend

of modern Ukrainian and foreign research. The

methodological principles of the cloud-based learn-

ing and research environment design are well in-

vestigated by the Ukrainian scientiests in the recent

years (Vakaliuk, 2019; Lytvynova, 2016; Shyshkina,

2015). At the same time, the cloud services are pur-

posfully used both the educational process of institu-

tions of higher education and general secondary edu-

cation institutions. Cloud-oriented learning environ-

ments have some advantages for educational institu-

tions in the organization of the educational process

and the use of learning technologies.

The cloud-based system can provide services such

as remote access to learning tools for higher educa-

tion institutions to save on local and public funding

in a cost-effective way. Students can access classes

on a laptop, tablet, or phone from anywhere and use

them freely. At the same time, the student can ask and

answer questions and share what has been learned to

help others. Access to analysis and user data means

that such a system can be adapted to ensure maximum

efﬁciency for both users and the education system.

But most importantly, it helps young people access to

access to learning anywhere, anytime, from any expe-

rienced teacher.

It turns out that most teachers of pedagogical

schools are familiar with cloud services and express

their intention to use cloud-based systems in the edu-

cational process. It was found that teachers who use

a particular cloud service in the learning process fully

involve all its possible tools. However, due to the lack

of methodological developments, the use of cloud-

oriented systems calls into question the effectiveness

of their pedagogical use.

The purpose of the ascertaining stage of the ped-

agogical experiment is: to ﬁnd out the current state of

use of services by teachers of natural and mathemati-

cal subjects during the preparation of educational ma-

terials; to ﬁnd out the readiness of teachers to perform

personally and teach students to conduct research; to

determine the state of awareness of teachers about the

functions and requirements in scientiﬁc lyceums.

At the ascertaining stage, the experimental work

was conducted in cooperation with Rivne Re-

gional Institute of Postgraduate Pedagogical Educa-

tion (2019) and Zhytomyr Polytechnic State Univer-

sity (2020). The following methods were used: ques-

tionnaires, interviews and observations. At the stage

when the experimental sites were identiﬁed, two ques-

tionnaires were developed for each institution sepa-

rately. The primary quantitative analysis of the exper-

imental data is provided and the obtained results are

summarized by means of distribution diagrams, tables

and their interpretation is fulﬁlled. The quantitative

analysis is to describe the current state of this prob-

lem. The reliability of the results is conﬁrmed by the

AET 2020 - Symposium on Advances in Educational Technology

468

involvement of teachers from all regions of Ukraine.

4 RESULTS

4.1 Rivne Regional Institute of

Postgraduate Pedagogical

Education

The questionnaire, developed for students of two

groups of mathematics teachers of Rivne Regional In-

stitute of Postgraduate Pedagogical Education, con-

sisted of 13 closed questions (2 dichotomous and 11

alternative multivariate) and one open, short. At the

beginning of the questionnaire, the respondent indi-

cates in which city he / she works (teachers were from

different cities of Rivne region, in order to determine

the territorial distribution) and his / her educational in-

stitution. The next point is to indicate which subjects

the respondent reads, because at school a mathematics

teacher can additionally teach other subjects. Thus,

out of 45 respondents, not only mathematics teachers,

but also 2 methodologists and 4 teachers were among

the respondents. The aim was to ﬁnd out the knowl-

edge of mathematics teachers about the basic provi-

sions and conditions of work in the scientiﬁc lyceum,

how much teachers are interested in conducting re-

search (one of the main requirements of work in the

scientiﬁc lyceum) and involving students in research.

One of the key questions was to determine

whether respondents understand how important is it

for a science high school teacher to ne engaged into

research, as this is a basic requirement. It was found

that the majority of teachers (43 respondents out of

45 respondents, which is 96%) believe that a teacher

of a science lyceum should be engaged in scientiﬁc

activities. At the same time, teachers who took part

in the survey, in particular, submit articles to profes-

sional publications in Ukraine only for certiﬁcation –

34 respondents (76%).

Only 10 teachers (22%) submit an article to a pro-

fessional publication at least once a year. This is evi-

dence that teachers are reluctant to publish their own

research or do not have enough time to do so. Another

possible reason is that teachers underestimate the nec-

essary to be engaged in scientiﬁc research. These rea-

sons were established during the interviews and clari-

ﬁcation of certain issues related to the survey.

In the content of the cloud-oriented methodologi-

cal system of training teachers of natural and mathe-

matical subjects to work in the scientiﬁc lyceum there

is a need to use English-language resources and ser-

vices (specialized and general purpose). Therefore,

the goal was to determine whether teachers were able

to use English-language resources (not necessarily

cloud-based). However, the results were not com-

forting enough: 35 respondents (78%) do not use any

English-language resources or services. This is the

evidence that in order to test and further implement a

cloud-based methodological system of training teach-

ers of science and mathematics to work in the sci-

entiﬁc lyceum should develop detailed organizational

instructions using certain tools and services (includ-

ing English).

If the teacher uses only printed resources in En-

glish, some research may be needed to determine the

level of skills in using cloud services. During the in-

terview, it was found that teachers want to work with

English-language services, however, they ﬁrst need to

master the skills of working with an online translator

or installing plug-ins and applications to speed up the

work and make it more comfortable. Such prepara-

tory moments will not distract from the learning pro-

cess and save time and effort (the teacher does not

need to translate each menu or button with a printed

dictionary, because, unfortunately, there are such sit-

uations). In order to ﬁnd out the skills and abilities of

conducting research work, the respondents answered

the following questions: research of the state of the

scientiﬁc problem, participation in scientiﬁc activity

and implementation of the obtained research results.

A rather interesting result was that respondents are

familiar with open science services (21 people, which

is 47%). 22 respondents (49%) answered that they

rely on their own experience to formulate and study

the state of a scientiﬁc problem, but this is not enough,

because in this case the scientiﬁc problem will not be

fully investigated. Questionnaire answer options were

designed to cover every aspect of the problem and to

consider as many possible life options as possible.

The most common ways for teachers to participate

in scientiﬁc activities were: participation in confer-

ences (24 respondents, 53%) and individual scientiﬁc

activities (21 respondents, 47%). Perhaps this will be

enough for the secondary school (at least participation

in conferences), however, if a teacher plans to work in

a scientiﬁc lyceum, then cooperation with higher ed-

ucation institutions and project activities will play a

signiﬁcant role. Individual scientiﬁc activity, without

combination with other ways of participation in sci-

entiﬁc activity, will generally give a rather weak re-

sult, because in this case there are no discussions, ex-

change of experience and constructive criticism (dis-

cussion of existing methods, establishing new con-

nections).

Among the ways of implementation and use of

the obtained research results the most common are:

The Current State of using the Cloud-based Systems of Open Science by Teachers of General Secondary Education

469

publication of methodical materials (selected by 22

respondents, 49%) and self-implementation (selected

by 19 respondents, 42%).

At the same time, self-implementation is not a

very effective way, because one teacher will not be

able to cover a geographically large enough number

of participants. Therefore, this implementation will

be local and available only to a narrow circle of partic-

ipants (especially if the teacher does not sufﬁciently

publish the results of their work, showing previous

survey results).

4.2 Zhytomyr Polytechnic State

University

The questionnaire “Skills of working with cloud ser-

vices”, developed for four groups of students of the

distance course of educators on the basis of Zhytomyr

Polytechnic State University, consisted of 13 closed

questions (3 dichotomous and 10 alternative multi-

variate) and one open, short. Some questions of the

questionnaire are duplicated with those that were in

the questionnaire for mathematics teachers of Rivne

Regional Institute of Postgraduate Pedagogical Edu-

cation. As in the previous survey, the respondent in-

dicates in which city he works (educators from all re-

gions of Ukraine took part in the survey) and his ed-

ucational institution. Mandatory ﬁeld to ﬁll in – it is

necessary to indicate which subjects the respondent

reads (it was necessary to cover not only mathemat-

ics teachers, as the target group is teachers of natu-

ral sciences and mathematics). Thus, among the 824

respondents surveyed were teachers of computer sci-

ence, mathematics, Ukrainian language and literature,

English, history, biology, physics, foreign literature,

geography, chemistry.

If you analyze the questions that are present in

both questionnaires, you can trace certain patterns.

The majority of respondents (789 people) believe that

a teacher of a scientiﬁc lyceum should be engaged

in scientiﬁc activity (95.8%). If we evaluate the use

of English-language resources (services) by teachers,

we can say that 66.9% (551 respondents) do not use,

31.8% (262 respondents) use such resources and 1.3%

(11 people) use only printed English resources.

One of the main issues during the ascertaining

stage of the pedagogical experiment is to determine

the most common services among teachers that they

use in preparation for the lesson. This issue is ex-

tremely important, because for the further implemen-

tation of a cloud-based methodological system, you

need to have at least basic knowledge for the use of

cloud services and their principles of operation. As

can be seen from the results of the survey, only 548

respondents use cloud services in preparation for the

lesson (66.5%). 574 (69.7%) – still used a local ICT

tools. That is, teachers can not even assess the bene-

ﬁts of cloud services and their use in organizing group

work of students.

The next stage of research was to assess the skills

and abilities of teachers to use individual resources

and services at different stages of research. After

all, if the teacher has sufﬁcient skills to work with

services, he will later be able to teach this and his

students by offering them as an alternative, such as

spreadsheets. What resources are used by teachers to

search for scientiﬁc (educational and methodological)

literature are shown in Fig. 1. Among the answer op-

tions, the most common services were chosen, those

that are available to teachers. Also, the list included

open science services, as they can act as separate com-

ponents of the cloud-oriented methodological system

of training teachers of natural sciences and mathemat-

ics to work in the scientiﬁc lyceum.

As can be seen from the chart, 98.9% of respon-

dents (815 respondents) use Google search. Almost

half of the respondents (424 people, which is 51.5%)

use printed materials to ﬁnd the right material. At

the same time, repositories (16.5%), journal systems

(14%) and Google Scholar (14.9%) remain almost un-

noticed. It is clear that a rather small number of teach-

ers use open science services (4.4%), as a quarter

(only 26.8%) of respondents are familiar with the con-

cept of open science. This is 221 respondents (26.8%)

out of 824.

Even fewer respondents know about the European

Open Science Cloud – 191 (out of 824 respondents),

which is 23.2%. These questions were necessary to

clarify the state of awareness of teachers with the lat-

est scientiﬁc trends. After all, the use of individual

components of the European Open Science Cloud can

be quite useful for preparing teachers to work in a

scientiﬁc lyceum. In addition, the European Open

Science Cloud contains about 220 cloud services that

teachers can successfully use in the learning process

(the main advantage is free and open access). But this

is possible only with the appropriate techniques.

Teachers of scientiﬁc lyceums must not only bring

the scientiﬁc component into the educational process,

but also be able to organize each stage of research

work of students using modern ICT tools. Appar-

ently, one of the leading services can be considered

cloud services, because they are focused on the use

of anywhere and anytime (on any device) and do not

restrict students to use only sufﬁciently powerful de-

vices (do not depend on the technical characteristics

of a device). Therefore, the use of teachers of a ser-

vice to organize the joint work of students was studied

AET 2020 - Symposium on Advances in Educational Technology

470

Figure 1: Teachers use services to search for literature.

Figure 2: The use of services by teachers to organize the joint work of students.

(ﬁgure 2). As can be seen from the chart, Google ser-

vices are the most popular among teachers, they were

chosen by 667 respondents (80.9%). Only 20.3% of

respondents (167 people) use a system of distance

learning courses such as Moodle to organize joint

work of students in the classroom. It is unfortunate

that 94 respondents (out of 824 respondents, 11.4%)

do not use any services to organize group work of stu-

dents.

The analysis of the answers (ﬁgure 2) shows a low

level of use by teachers of distance learning systems,

specialized cloud services and some tools of the Eu-

ropean Open Science Cloud (0.6%). This indicates

that there are some problems in preparing teachers

of science and mathematics to work in the scientiﬁc

lyceum, because this situation makes it impossible to

fully organize the educational process using modern

cloud services, ICT tools at a high, scientiﬁc level.

5 CONCLUSIONS

Analysis of the results of the ascertaining stage of the

pedagogical experiment “Designing a cloud-oriented

methodological system of training teachers of sci-

ence and mathematics to work in a scientiﬁc lyceum”

showed that there is a problem of training teachers of

science and mathematics to work in a science lyceum.

Although most of the participants in the statement

phase of the pedagogical experiment are aware of the

need of a teacher of a scientiﬁc lyceum in scientiﬁc

activity, but teachers are not ready to work in a scien-

tiﬁc lyceum. In particular, most respondents submit

articles to professional publications in Ukraine only

for certiﬁcation and do not always use rational ways

to pose and study the state of a scientiﬁc problem. Ob-

servations and individual interviews have found that

teachers generally do not consider it necessary to en-

gage in science, let alone encourage students to do so.

The Current State of using the Cloud-based Systems of Open Science by Teachers of General Secondary Education

471

According to teachers, one of the main ways to par-

ticipate in scientiﬁc activities is to participate in con-

ferences and individual scientiﬁc activities. Publica-

tion of methodical materials and self-implementation,

according to teachers, are one of the most promising

ways to implement and use the results of the study.

Teachers’ use of lesson preparation services is mostly

limited to online services and ICT tools on the local

computer (cloud services are also used, but to a lesser

extent). Most respondents use scientiﬁc and method-

ological literature to search: Google search, elec-

tronic libraries and printed sources. Only a quarter

of respondents are familiar with the concept of open

science and the European Open Science Cloud. And

most teachers use Google services to help students

work together. Thus, it turns out that most respon-

dents use only localized resources and services, which

signiﬁcantly narrows the range of possible cloud ser-

vices in the learning process, in particular, to orga-

nize collaboration, data processing, search for litera-

ture and information and more. In addition, among

the possible variety of cloud services of open science,

the most famous of them are practically not used. As

a prospect for further research is the experimental im-

plementation of a model of cloud-based methodologi-

cal system of training teachers of natural sciences and

mathematics to work in the scientiﬁc lyceum in the

educational process of Kherson State University, Zhy-

tomyr Polytechnic State University and Kryvyi Rih

State Pedagogical University. The ﬁnal stage of re-

search and experimental work is the statistical pro-

cessing and analysis of the results of the formative

stage of the pedagogical experiment.

ACKNOWLEDGEMENTS

The material of the article is a part of the research car-

ried out within the project of the National Research

Fund of Ukraine “Cloud-oriented systems of open

science in teaching and professional development of

teachers”.

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