Results of Experimental Work to Check the Effectiveness of the Method

of Using Geoinformation Technologies

Vladimir S. Morkun

1 a

, Serhiy O. Semerikov

2,3,4,5 b

, Svitlana M. Hryshchenko

7 c

Iryna S. Mintii

2,4,5,6 d

and Yaroslav O. Hryshchenko

Faculty of Engineering Sciences, Bayreuth University, Universit

atsstraße, 30, Bayreuth, 95447, Germany

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine

Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

Academy of Cognitive and Natural Sciences, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Lviv Polytechnic National University, 12 Stepana Bandery Str., Lviv, 79013, Ukraine

University of the State Fiscal Service of Ukraine, 31 Universytetska Str., Irpin, 08200, Ukraine

State University of Telecommunications, 7 Solomenska Str., Kyiv, 03680, Ukraine

Keywords:

Geoinformation Technologies, Pedagogical Experiment, Digital Technologies, Mining Proﬁle Engineer.

Abstract:

A modern person cannot live without the Internet, namely without digital technologies. The constant growth of

information has led to the fact that there are many opportunities for digital transactions in various professions,

one of them is a mining engineer. The process of reforming this profession requires more effective use of dig-

ital technologies in ecology, providing information management through introduction of innovations, creation

of databases, programs, implementation of which will improve the quality of management of innovation pro-

cesses. One of the promising directions of solving this problem is the use of geoinformation technologies. The

article presents the results of the formula stage of the pedagogical experiment on checking the effectiveness

of the method of using geoinformation technologies as a means of forming ecological competence of future

engineers of the mining proﬁle using the Pearson’s χ

-criterion, the Kolmogorov-Smirnov’s λ-criterion and

Fischer’s φ

∗

-criterion. It is clear that the distribution of students in experimental and control groups by the

level of environmental competence is statistically signiﬁcant, due to the application of the developed method-

ology. In continuation of scientiﬁc search on this problem, it is expedient in the direction of development

of methodical system of training of geoinformation technologies in students of specialty 122 “Computer sci-

ences”.

1 INTRODUCTION

The use of information and communication technolo-

gies in education at the present stage, undoubtedly,

can be a catalyst in the solution of important so-

cial problems of increasing accessibility and qual-

ity of educational resources and services. The con-

stant increase in the amount of information and the

speed of transmission of information ﬂows through

digital communication networks remains as important

as ever. Information technology has reached an un-

https://orcid.org/0000-0003-1506-9759

https://orcid.org/0000-0003-0789-0272

https://orcid.org/0000-0003-4957-0904

https://orcid.org/0000-0003-3586-4311

precedented level of sophistication. Everything has

changed with the arrival of the Internet in every home.

Modern people of any age can no longer do without

the Internet. The information space provides a lot of

opportunities to perform all possible operations while

staying in the ofﬁce or an apartment.

Many professions are obliged to their appearance

in computer, they would simply not appear without

the creation of digital technologies.

If we consider the profession of an engineer – a

person who is engaged in engineering activity, i.e.,

in particular, different researches, designing, devel-

opment of various documentation and conducting of a

huge number of calculations, for very complex calcu-

lations, which even when using the computer equip-

272

Morkun, V., Semerikov, S., Hryshchenko, S., Mintii, I. and Hryshchenko, Y.

Results of Experimental Work to Check the Effectiveness of the Method of Using Geoinformation Technologies.

DOI: 10.5220/0012063600003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 272-280

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

ment’s capabilities are hours and days, but without its

use or would be decided for many months, or could

not be realized at all (Semerikov et al., 2021).

Legal and organizational principles of mining en-

gineering activity are deﬁned by the Mining Law of

Ukraine (zak, 2020), according to which the state

policy in mining industry is based, in particular, on

the principles of improvement of ecological safety

of mining enterprises and provision of training of

personnel of high qualiﬁcation for mining industries.

The level of ecological state in the country has be-

come dangerous not only for the present, but to a

greater extent for future generations. The negative im-

pact of harmful environmental factors on the human

body is the deterioration of the health of the nation.

The main environmental requirements in the ﬁeld

of mining work, prevention of harmful effects of min-

ing work and ensuring environmental safety during

mining work are not only the subject of considera-

tion of separate articles of the Ukrainian Mining Law,

but also the obligatory components of preparation of

an environmentally competent engineer of the mining

proﬁle.

The problem of forming the environmental com-

petence of the practitioner has been the subject of re-

search at different levels, such as (Orr, 1992; Boﬁn-

ger, 2006; Harvey, 2002).

Various aspects of professional training of mining

engineers were investigated in (Bidiuk, 2000; Medve-

dovska, 2012; Derevianko, 2013; Morkun et al., 2014;

Hryshchenko and Morkun, 2015; Morkun et al.,

2017).

The problem of using information and communi-

cation technologies in training of mining engineers of

the mining proﬁle is especially urgent today. The pro-

cess of reform requires more efﬁcient use of digital

technologies in the environment, providing informa-

tion management through introduction of innovations,

creation of databases and programs, which implemen-

tation will help to improve the quality of management

of innovation processes. One of the promising direc-

tions of solving this problem is the use of geoinfor-

mation technologies.

An analysis of the recent studies and publications

on the investigated issues reveals that the use of mod-

ern geoinformation technologies was investigated by

Kulibekova (Kulibekova, 2008), Hryshchenko and

Morkun (Hryshchenko and Morkun, 2015), Morkun

et al. (Morkun et al., 2014, 2017) and other scientists.

However, the peculiarities of using geoinforma-

tion technologies in teaching and conditions of their

introduction into the state administration of ecology

and mining in scientiﬁc literature are not covered

enough.

One of the promising ways of solving this task is

application of geoinformation technologies that allow

considering the location of a mining enterprise’s fa-

cilities, mineral storages and rock dumps on any re-

quired detail level; monitoring discharged water and

air puriﬁcation while introducing advanced mining

methods; simulation of a sanitary protection area be-

tween a mining enterprise and residential buildings

in accordance with the law; ensuring complex steps

for preventing subsidence, submergence, salting, salt-

ing, draining and pollution of the surface by industrial

wastes; preventing unfavourable inﬂuence of water

removal on the level of ground waters and surface wa-

ter objects; monitoring the decreased pollutant emis-

sions in the mining industry and introducing accident

prevention measures associated with volley and im-

mediate emissions and releases, etc.

The purpose of the article is to highlight the re-

sults of experimental work on the veriﬁcation of effec-

tiveness of the method of using geoinformation tech-

nologies as a means of forming ecological compe-

tence of realization of future engineers of the mining

proﬁle using the Pearson’s χ

-criterion, Kolmogorov-

Smirnov’s λ-criterion and Fischer’s φ

∗

*-criterion.

At the time of scientiﬁc and pedagogical workers

should be ready to use digital technologies in teach-

ing, which help to deﬁne the following approaches of

students of engineering specialties formation of mo-

tivation, intensiﬁcation of cognitive activity, profes-

sional orientation and creativity in teaching, remote

complex application of methods and means, and also

assessment of quality and systematization of control.

2 MATERIALS AND METHODS

In order to achieve the set goal, the following research

methods were used: theoretical analysis of different

views of scientists; statistical, generalization of re-

sults.

3 EXPERIMENTS

The purpose-oriented creation of a future mining en-

gineer’s environmental competence using geoinfor-

mation technologies occurs in the special course, En-

vironmental Geoinformatics. The three-component

structure of its method system is the central element

that determines the training content and goals which,

together with the training technology are made con-

crete in the special course, Environmental Geoinfor-

matics. The special course goal is to create environ-

mental competence through speciﬁc knowledge and

Results of Experimental Work to Check the Effectiveness of the Method of Using Geoinformation Technologies

273

skills, thereby, providing students with the opportu-

nity to use geoinformation technologies both in their

learning activities and then, later, in their profes-

sional lives. The special course goals are determined

by the following tasks: introduction of basic models

and methods of geoinformatics, mastering the modern

means of geoinformation technologies in one’s pro-

fessional activities, and the formation of environmen-

tal research skills using geoinformation technologies.

The basic forms of training that use geoinforma-

tion technologies include lectures, demonstrations,

frontal laboratory works, laboratory and calculation

“immersion” practicals, seminars, practical classes,

projects, consultations, training excursions, simula-

tion games, and independent work. Among these

training methods, the leading ones are demonstrative

examples, reasonably chosen tasks, a calculation ex-

periment, and projects.

The choice of training (with regard to geoinforma-

tion technologies in particular) is determined by the

peculiarities of its creation on different stages. In the

ﬁrst stage geoinformation technologies such as carto-

graphical software (Google Maps, Google Earth) and

Internet sources with geographical and environmen-

tal data (with regional speciﬁc features in the ﬁeld

of professional activity) are used. In addition, in the

course, “Informatics”, students learn how to deal with

electronic tables and databases as means of work-

ing with table space and coordinated data; they also

use search engines to gather geographical and envi-

ronmental data and to put this into a system. Com-

puter mathematics systems (MATLAB as the basis of

the multifunctional GIS Mapping Toolbox) are also

used. Training used in the second stage of creat-

ing a future mining engineer’s environmental compe-

tence are divided into general (course books, Internet

sources, means for creating, storing, processing text,

table and graphic data, and Moodle) and speciﬁc pur-

poses (cartographical software such as Google Maps

and MapInfo; multifunctional such as Mapping Tool-

box and QGIS; and mining and environmental GIS

such as Datamine Studio and Geoblock). At the third

stage of creating environmental competence, all of the

geoinformation technologies mastered in the previ-

ous stages are used; however, special attention is paid

to the application of mining and environmental GIS

(Datamine Studio, Geoblock, K-MINE, etc.).

The pedagogical experiment results were pro-

cessed and the efﬁciency of the developed methods

of training mining students was assessed using math-

ematical statistical methods. As the research aimed

to determine differences in feature distribution (the

level of maturity of the environmental competence)

when comparing two empirical distributions (students

in the control and experimental groups) (Sidorenko,

2003, p. 34), either the Pearson’s χ

-criterion, or the

Kolmogorov-Smirnov’s λ-criterion and φ

∗

*-criterion

(Fischer’s angular transformation) can be used.

The Fischer’s angular transformation was calcu-

lated according to table 1:

1. Before the formation stage of the pedagogical ex-

periment:

• in the control groups, 66 students (88%) had

low and medium maturity levels of environ-

mental competence and 9 students (12%) had

sufﬁcient and high levels;

• in the experimental groups, 64 students

(85.33%) had low and medium levels of ma-

turity of environmental competence and 11 stu-

dents (14.67%) had sufﬁcient and high levels.

2. After the formation stage of the pedagogical ex-

periment:

• in the control groups (CG), 60 students (88%)

had low and medium maturity levels of envi-

ronmental competence and 15 students (20%)

had sufﬁcient and high levels;

• in the experimental groups (EG), 40 students

(53.33%) had low and medium maturity levels

of environmental competence and 35 students

(46.67%) had sufﬁcient and high levels.

The experimental data completely met the restric-

tions of the Fischer’s angular transformation:

a) any compared fraction is not equal to zero;

b) the number of observations in both selections is

more than ﬁve, which enables any comparison.

Let us formulate hypotheses (H).

: The fraction of students whose environmental

competence is at the sufﬁcient and high levels was not

greater in the experimental groups than in the control

ones.

: The fraction of students whose environmental

competence is at the sufﬁcient and high levels was

greater in the experimental groups than in the control

ones.

The below formula was applied:

∗

emp

= 2



arcsin

√

P −arcsin



+ n

where P and Q are the percentage of students whose

environmental competence is sufﬁcient or high, n

= 75 is the number of students in the control and

experimental groups. Therefore:

1. Before the formation stage of the pedagogical ex-

periment: φ

∗

emp

= 0.481.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

274

Table 1: The comparative distribution of students by the level of environmental competence maturity in the control and

experimental groups.

Before the formation stage After the formation stage

Level CG EG CG EG

Number % Number % Number % Number %

The ﬁrst component:

Understanding and perception of ethical norms of behavior with regard to other

people and nature (principles of bioethics)

low 9 12% 8 10.67% 3 4% 1 1.33%

medium 18 24% 25 33.33% 12 16% 2 2.67%

sufﬁcient 45 60% 36 48% 55 73.33% 50 66.67%

high 3 4% 6 8% 5 6.67% 22 29.33%

The second component:

Environmental literacy

low 28 37.33% 29 38.67% 14 18.67% 11 14.67%

medium 23 30.67% 24 32% 24 32% 22 29.33%

sufﬁcient 20 26.67% 15 20% 32 42.67% 27 36%

high 4 5.33% 7 9.33% 5 6.67% 15 20%

The third component:

A basic knowledge of ecology to be applied in one’s professional activities

low 28 37.33% 29 38.67% 14 18.67% 11 14.67%

medium 23 30.67% 24 32% 24 32% 22 29.33%

sufﬁcient 20 26.67% 15 20% 32 42.67% 27 36%

high 4 5.33% 7 9.33% 5 6.67% 15 20%

The fourth component:

The ability to apply scientiﬁc laws and methods to assess the condition of the

environment, take part in environmental operations, perform an environmental

analysis of steps in the ﬁeld of activity, and to work out plans to reduce

technogenic pressure on the environment

low 65 86.67% 66 88% 61 81.33% 24 32%

medium 8 10.67% 6 8% 11 14.67% 31 41.33%

sufﬁcient 2 2.67% 3 4% 3 4% 18 24%

high 0 0% 0 0% 0 0% 2 2.67%

The ﬁfth component:

The ability to ensure sustainable activities, and methods

for the rational and complex development of georesources

low 65 86.67% 67 89.33% 67 89.33% 36 48%

medium 7 9.33% 6 8% 6 8% 26 34.67%

sufﬁcient 3 4% 2 2.67% 2 2.67% 10 13.33%

high 0 0% 0 0% 0 0% 3 4%

Environmental competence

low 35 46.67% 41 54.67% 23 30.67% 13 17.33%

medium 31 41.33% 23 30.67% 37 49.33% 27 36%

sufﬁcient 9 12% 10 13.33% 15 20% 28 37.33%

high 0 0% 1 1.33% 0 0% 7 9.33%

2. After the formation stage of the pedagogical ex-

periment: φ

∗

emp

= 3.532.

The critical value of φ

∗

corresponds to the level

of statistical signiﬁcance established in psychological

and pedagogical investigations, and is equal to

∗

(

1.64 (p ≤0.05)

2.31 (p ≤0.01)

Then:

1. Before the formation stage of the pedagogical ex-

periment, the inequality φ

∗

emp

< φ

∗

is realized and

this provides the evidence for accepting the zero

hypothesis H

and stating that before the forma-

tion stage of the pedagogical experiment, the dif-

ference in the maturity level of students’ environ-

Results of Experimental Work to Check the Effectiveness of the Method of Using Geoinformation Technologies

275

mental competences from the control and exper-

imental groups is statistically insigniﬁcant (ﬁg-

ure 1): i.e., the control and experimental groups

before the formation stage of the pedagogical ex-

periment coincide with the signiﬁcance level of

0.05.

2. After the formation stage of the pedagogical ex-

periment the inequality φ

∗

emp

< φ

∗

is realized

thereby providing the evidence to reject the zero

hypothesis H

and accept the alternative H

. Con-

sidering the fact that φ

∗

emp

= 3.532 > 2.31 = φ

∗

0.01

we have obtained the following result: the valid-

ity of differences in the experimental and control

groups after the formation stage of the pedagogi-

cal experiment is 0.99 (ﬁgure 2).

4 RESULTS

Therefore, after the formation stage of the pedagog-

ical experiment, students from the control and ex-

perimental groups have statistically signiﬁcant differ-

ences with regard to the sufﬁcient and high maturity

levels of environmental competence that result from

the application of the suggested methods.

To ﬁnd out the difference in distribution of matu-

rity levels in environmental competence, we applied

the Pearson’s χ

-criterion.

In our research, the samples are random and in-

dependent. Considering the fact that intervals with

zero frequencies are unacceptable and not less than

80% of frequencies should be more than 5, the “suf-

ﬁcient” and “high” levels were united. The measure-

ment scale is the one with C = 3 levels (1 is “low”,

2 is “medium”, 3 is “sufﬁcient and high”). One in-

dependent condition was imposed and the number of

freedom degrees was ν = C–1 = 2.

The zero hypothesis was H

and therefore, the

probability of the control group students (n

= 75)

and those of the experimental one (n

= 75) getting

into each of i (i = 1, 2, 3) categories is equal: i.e., H

= p

(i = 1, 2, 3), where p

is the probability of

maturity of the control group’s environmental compe-

tence on the i level (i = 1, 2, 3) and p

the probability

of formation of the experimental groups’ environmen-

tal competence on the i level (i = 1, 2, 3).

The alternative hypothesis implies H

: p

̸= p

at least for one of C categories.

The value of χ

is calculated by the formula:

∑

i=1

−n

)

+ Q

where Q

is the number of the control group par-

ticipants with the environmental competence formed

at the i level; Q

is the number of the experimen-

tal group participants with the environmental compe-

tence formed ar the i level.

Let us denote

12i

−n

)

+ Q

Calculation results of the given samples are in ta-

ble 2.

Table 2 shows that the χ

values of the free-

dom degrees number provides the critical value of the

statistics: the signiﬁcance level of α = 0.05, χ

0.05

5.99; the signiﬁcance level of α = 0.01, χ

0.01

= 9.210.

As before the formation stage of the pedagogical

experiment the value is χ

< χ

0.05

(1.859 < 5.991),

it does not occur in the critical zone. The acceptance

of the hypothesis, H

, reveals that before the forma-

tion stage of the pedagogical experiment, the control

and experimental groups with a signiﬁcance level of

0.05 are not different in the three formation levels of

environmental competence.

The calculation of the χ

criterion for the experi-

mental and control samples, after the formation stage

of the pedagogical experiment, reveals that χ

> χ

0.05

(12.340 > 5.991) and χ

> χ

0.01

(12.340 > 9.210).

It is the reason for rejecting the zero hypothesis H

Acceptance of the alternative hypothesis H

involves

stating that the samples have statistically signiﬁcant

differences with the signiﬁcance level of 0.01: i.e., the

developed methods of applying geoinformation tech-

nologies to training future mining engineers enhance

the maturity level of their environmental competence.

To ﬁnd out the level of maximum differences, we

checked the samples according to the Kolmogorov-

Smirnov’s λ-criterion, which is not parametric and

applied if:

• samples are random and independent;

• categories are arranged by an increasing or de-

creasing order.

The given conditions are fulﬁlled for the obtained

samples and the λ-criterion can be applied to as-

sess the deviation of distribution in the experimental

groups and the control groups in all four levels.

Let us denote F(x) as the unknown distribution

function of probabilities with regard to the matu-

rity level of a future mining engineer’s environmen-

tal competence in the control groups and G(x) as the

unknown distribution function of probabilities in the

experimental groups.

The zero hypothesis implies H

: F(x) = G(x).

The alternative hypothesis implies H

: F(x) ̸= G(x).

When the hypothesis H

: F(x) = G(x) is fulﬁlled, the

deviation D = sup

|G(x)−F(x)|is small and when the

hypothesis is not fulﬁlled, this deviation is great.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

276

Figure 1: The signiﬁcance axis for the φ

∗

-criterion before the formation stage of the pedagogical experiment.

Figure 2: The signiﬁcance axis for the φ

∗

-criterion after the formation stage of the pedagogical experiment.

Table 2: Calculation of χ

-criterion.

i Before the formation stage After the formation stage

12i

1 – low 35 41 2664.474 23 13 15625

2 – medium 31 23 6666.667 37 27 8789.063

3 – sufﬁcient and high 9 11 1125 15 35 45000

1.859 χ

12.340

The value of the criterion λ is calculated by the

formula

λ = D

max

+ n

where n

= n

= 75 is the number of students in the

control group (CG) and in the experimental group

(EG). Under n

1.2

> 50, the limit values are λ

0.01

1.63, D

0.01

= 0.2662; λ

0.05

= 1.36, D

0.05

= 0.2221.

The results of processing the experimental data

are given in table 3 (before the formation stage of the

pedagogical experiment) and in table 4 (after the for-

mation stage of the pedagogical experiment).

The calculation of Kolmogorov-Smirnov’s crite-

rion before the formation stage of the pedagogical

experiment results in D

max

= 0.08 < D

0.05

and λ =

0.4899 < λ

0.05

, which accepts the zero hypothesis H

F(x) = G(x) with a signiﬁcance level of 0.05.

After the formation stage of the pedagogical ex-

periment, D

max

= 0.2667 > D

0.05

max

≈ D

0.01

) and

λ = 1.6330 > λ

0.05

(λ ≈ λ

0.01

) allows the rejection

of the zero hypothesis H

with a signiﬁcance level of

0.05 and the acceptance of H

: F(x) ̸= G(x).

Considering the fact that in the experimental

groups, environmental competence is formed by the

developed methods, one can state that this allowed

better results. Therefore, we assume that the sug-

gested hypothesis is experimentally conﬁrmed.

The signiﬁcance of changes in certain components

of the environmental competence in the case of ap-

plying geoinformation technologies is determined by

Fischer angular transformation (table 5) on the basis

of table 2.

The statistic hypotheses are formulated as follows:

• H

: the fraction of students with the i-th

component of environmental competence (i =

1, 2, 3, 4, 5) at sufﬁcient and high levels in the ex-

perimental groups was not greater than in the con-

trol;

• H

: the fraction of students with the i-th

component of environmental competence (i =

1, 2, 3, 4, 5) at sufﬁcient and high levels in the ex-

perimental groups was greater than in the control.

Table 5 reveals that statistically signiﬁcant

changes did not occur when forming two components

of the environmental competence: the second and

the third ones. It is caused by the fact that the ex-

perimental work was conducted while teaching the

special course, Environmental Geoinformatics, which

was preceded by the course “Ecology” according to

the model of applying geoinformation technologies

when creating a future mining engineer’s environ-

mental competence. When studying the latter, statisti-

cally signiﬁcant changes in the formation level of the

second and the third components of the environmental

competence were observed.

After the completion of the experimental work,

the ﬁrst component of environmental competence is

the most developed, which is explained by the gen-

eral orientation of mining and geological activity in

sustainable industrial development. The fourth and

the ﬁfth components of environmental competence re-

Results of Experimental Work to Check the Effectiveness of the Method of Using Geoinformation Technologies

277

Table 3: Calculation of the Kolmogorov-Smirnov’s criterion before the formation stage of the pedagogical experiment.

Level

Absolute

frequency

Accumulated

frequency

Relative

accumulated

frequency

CG EG CG EG CG EG

0 – low 35 41 35 41 0.4667 0.5467 0.08

1 – medium 31 23 66 64 0.88 0.8533 0.0267

2 – sufﬁcient 9 10 75 74 1 0.9867 0.0133

3 – high 0 1 75 75 1 1 0

max

0.08

λ 0.4899

Table 4: Calculation of the Kolmogorov-Smirnov’s criterion after the formation stage of the pedagogical experiment.

Level

Absolute

frequency

Accumulated

frequency

Relative

accumulated

frequency

CG EG CG EG CG EG

0 – low 23 13 23 13 0.3067 0.1733 0.1333

1 – medium 27 27 60 40 0.8 0.5333 0.2667

2 – sufﬁcient 15 28 75 68 1 0.9067 0.0933

3 – high 0 7 75 75 1 1 0

max

0.2667

λ 1.6330

Table 5: The φ

∗

-criterion value for each of the environmental competence components after the formation stage of the peda-

gogical experiment.

Environmental competence component φ

∗

Hypothesis (p)

Understanding and perception of ethical norms of behavior with regard to other peo-

ple and nature (principles of bioethics)

3.212 H

(0.01)

Environmental literacy 0.680 H

(0.05)

A basic knowledge of ecology to be applied in one’s professional activities 0.818 H

(0.05)

The ability to apply scientiﬁc laws and methods to assess the condition of the envi-

ronment, take part in environmental operations, perform an environmental analysis

of steps in the ﬁeld of activity, and to work out plans to reduce technogenic pressure

on the environment

4.180 H

(0.01)

The ability to ensure sustainable activities, and methods for the rational and complex

development of georesources

3.250 H

(0.01)

mained underdeveloped at a high level. This is due

to the fact that the experimental special course had

been suggested much earlier than the special profes-

sional subjects aimed at applying scientiﬁc laws and

methods when assessing the condition of the environ-

ment, taking part in environmental operations, con-

ducting an environmental analysis, working out plans

to reduce the technogenic pressure of the industry on

the environment, ensuring sustainable activities, and

mastering methods to facilitate the rational and com-

plex development of georesources.

In spite of this, the statistical signiﬁcance of

changes in the formation of the fourth and ﬁfth com-

ponents of environmental competence indicates that

it is the introduction of professionally-oriented geoin-

formation technologies (mining and environmental

GIS) in the process of training future mining engi-

neers that predetermines the efﬁciency of the experi-

mental work.

We can draw the conclusion that the application of

mining and environmental geoinformation technolo-

gies is the major factor when forming environmental

competence and their methodologically substantiated

application is one of the conditions of training an en-

vironmentally competent mining engineer. Therefore,

the research hypothesis is conﬁrmed.

The analysis of the experimental work results con-

cluded that the introduction of geoinformation tech-

nologies when training future mining engineers cre-

ated the following conditions:

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278

• sharing information in professional training

through the systematic application of geoinforma-

tion ICT;

• increasing inter-subject connections between fun-

damental and professionally-oriented subjects

through the integrated content when teaching En-

vironmental Geoinformatics;

• using the research-based approach in training and

teaching Environmental Geoinformatics; this is

forms organization skills and allows individual

and collective investigations to be conducted.

5 CONCLUSIONS

Applying geoinformation technologies to create a fu-

ture mining engineer’s environmental competence re-

quires a system of interrelated methods and teach-

ing methods to realize these technologies at all stages

of creating competence. the authors have analyzed

sources that investigate the problems of environmen-

tal competence formation and the of geoinformation

technologies in training. this research also improves

the system of competences and examines the geoin-

formation technology used in the education process.

The experimental research program aims to check

the efﬁciency of the methods used to apply geoin-

formation technologies when forming environmental

competence was realized in three stages: analytical-

ascertaining, designing-searching, and forming-

generalizing.

The formation stage of the pedagogical experi-

ment introduced the application of geoinformation

technologies to create environmental competence in

the special course, Environmental Geoinformatics.

In the laboratory lessons of the control groups,

multifunctional geoinformation systems were used,

while the experimental groups used multifunctional

GIS, mining and environmental GIS, and the soft-

ware component of the methodological complex,

“EcoKryvbas”. After completing the experimental

training, it was found that 49.33% of students in

the control groups achieved a medium level of en-

vironmental competence maturity. 20% achieved a

sufﬁcient level, while in the experimental, 37.33%

achieved a suffucuent level and 36% a medium level.

The pedagogical experiment results were pro-

cessed and efﬁciency of the developed methods of

training mining students was assessed using mathe-

matical statistics. As the research aimed to determine

differences in feature distribution (the level of matu-

rity of the environmental competence) when compar-

ing two empirical distributions (students of the con-

trol and the experimental groups) (Sidorenko, 2003,

p. 34), the Pearson’s χ

-criterion or the Kolmogorov-

Smirnov’s λ-criterion and φ

∗

-criterion (Fischer’s an-

gular transformation) were used.

When using the φ

∗

-criterion, it was found that af-

ter the formation stage of the pedagogical experiment,

students in both the control and experimental groups

had statistically signiﬁcant differences with regard to

their achievement of sufﬁcient and high levels of en-

vironmental competence maturity (φ

∗

emp

= 3.532 >

2.31 = φ

∗

0.01

). The adequacy of differences in the ex-

perimental and control groups was 0.99.

The χ

-criterion was used to calculate the control

and experimental samples after the formation stage

of the pedagogical experiment revealed that χ

12.340 > 9.210 = χ

0.01

with the adequacy of differ-

ences in the experimental and control groups of 0.99

for the 3-level scale. Considering that intervals with

zero frequencies were not acceptable and not less than

80% of frequencies were to be more than 5, the levels

“sufﬁcient” and “high” were united.

To ﬁnd the level, on which the differences were

the greatest, the samples of the formation stage of

the pedagogical experiment were checked by means

of the Kolmogorov-Smirnov’s λ-criterion. The crite-

rion value, λ = 1.6330 > 1.36 = λ

0.05

, resulted in the

students’ differences in the experimental and control

groups of 0.95 and D

max

= 0.08, which corresponded

to the maximum changes on the low maturity level of

environmental competence.

The signiﬁcance of the changes in environmental

competence when applying geoinformation technolo-

gies was determined by means of the Fischer’s angu-

lar transformation. It was found that statistically sig-

niﬁcant changes did not occur in the formation of the

second (φ

∗

emp

= 0.680 < 1.64 = φ

∗

0.05

) and the third

(φ

∗

emp

= 0.818) (φ

∗

emp

= 0.818) components of envi-

ronmental competence. This was explained by the

fact that the second stage of environmental compe-

tence formation (the special course, Environmental

Geoinformatics) was preceded by the ﬁrst stage (the

special course, “Ecology”), during which the given

components were formed. The changes in the rest

of the environmental competence components were

statistically signiﬁcant: the ﬁrst component φ

∗

emp

3.212, the fourth component φ

∗

emp

= 4.180, the ﬁfth

component φ

∗

emp

= 3.250. The fourth and the ﬁfth

components of environmental competence remained

underdeveloped due to this fact, and determined the

need to conduct the third stage of environmental

competence formation. The statistical signiﬁcance

of changes during the formation of the two compo-

nents indicated that the introduction of profession-

oriented geoinformation technologies (mining and en-

vironmental GIS) conditioned the efﬁciency of the ex-

Results of Experimental Work to Check the Effectiveness of the Method of Using Geoinformation Technologies

279

perimental research work and its results conﬁrmed the

research hypothesis.

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