The article examines the formation of information skills as an integral part of the student's functional literacy in conformity with both international and Russian studies. Its conclusions are based both on the analysis of these studies (the content of tasks, the results of diagnosis) and on specific features of federal educational standards and educational and methodological publications concerned with the development of information skills. In the course of the research, the authors have revealed that the formation of information skills in students is influenced not so much by the choice of textbooks but by the teacher's work, use of techniques, means and methods of organizing the activities aimed at mastering all the skills listed in federal state educational standards in relation to data processing. The conditions influencing the achievement of the planned results in mastering the educational program related to the search and transformation of information as an integral part of the functional literacy of schoolchildren are as follows: work with continuous and non-continuous texts.
The article discusses the environmental approach as the basis for the developing of the future teachers’ research competencies. Research competencies are among the general competencies provided for by the Federal State Educational Standard of Higher Education. Therefore, the problem of training a teacher-researcher is one of the relevant issues of higher education pedagogy. The purpose of the research is to study the dynamics of the formation of future teachers’ research competencies under the influence of the university educational environment. As a result of a comparative analysis of the knowledge and skills of students in the field of research activities, a conclusion was made about the influence of the educational environment on the formation of a future teacher’s research position. Summarizing the experience of three regional universities in building the educational environment, its main components were identified (spatial, institutional, programmatic, organizational, content and competitive) are identified.
Introduction. An analysis of the results of international comparative studies showed that the use of experimental tasks in the educational process ensures that students achieve higher levels of science literacy. The research purpose is to study the technology of designing experimental tasks for the development of students’ science literacy to improve teachers’ professional competencies in the field of monitoring, control and evaluation of the quality of students’ educational achievements, taking into account modern international standards. Methods. Theoretical methods included as follows: content analysis of scientific and methodological literature on the formation of students’ science literacy; generalization of the analysis of results of Russian schoolchildren’s participation in international studies. Observation, pedagogical experiment and questioning were used as empirical methods. When developing diagnostic tools, the structure of teachers’ professional competencies was considered as a combination of three components: knowledge, skills and practical experience. Statistical processing of the results of the pedagogical experiment was carried out using the sign test (G-criterion). The study involved 102 teachers from educational institutions of the Perm Krai (Russian Federation). Research results. A technology for designing experimental tasks for the development of students’ science literacy was developed and tested, and a typology of experimental tasks was described. The results of the pedagogical experiment on testing the task design technology revealed the development of a cognitive component of teachers’ professional competencies (with a significance level α=5% Gemp<Gcr, 47<72). All participants in the experiment demonstrated a positive trend in the development of the ability to analyze PISA tasks and correlate them with the main components of science literacy (with a significance level α=5% Gemp<Gcr, 65<102). Conclusion. The conducted research makes it possible to draw a conclusion about the effectiveness of the developed approaches to the design of experimental tasks. Using the design technology, teachers can prepare formative and summative assessment tasks for the systematic development of students’ science literacy.
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