Использование метода проектов в математической подготовке студентов-будущих экологов Проблема и цель. В современных условиях действительности важность решения экологических проблем глобального и регионального характера делает актуальным поиск путей совершенствования процесса обучения математике будущих экологов, одним из направлений которого выступает проектная деятельность. Цель настоящей статьи-определение и теоретическое обоснование методических требований к эффективной реализации метода проектов в математической подготовке студентов-будущих экологов. Материалы и методы. Использованы теоретические методы исследования (анализ отечественных и зарубежных литературных источников, изучение и обобщение педагогического опыта), обсервационные методы (наблюдение за учебной и научно-исследовательской деятельностью по математике студентов экологических направлений подготовки Вятского государственного университета и самонаблюдение). Результаты. Представлена совокупность методических требований, обеспечивающих эффективное использование проектного подхода к процессу обучения математике будущих экологов. К числу важнейших из них относятся прикладная, проблемная и практическая направленность проектов, их исследовательский, комплексный и систематический характер, превалирование математической составляющей в проектной деятельности, междисциплинарная интеграция в процессе ее реализации. Заключение. Выполнение прикладных исследовательских проектов студентами-будущими экологами способствует овладению ими умениями по применению изученного теоретического материала к решению современных задач экологии. Подобная форма работы по освоению содержания математического образования наглядно демонстрирует возможность его использования в последующей профессиональной деятельности, обеспечивает формирование у студентов исследовательских навыков, создает мотивацию к самообразованию с целью изучения прикладных математических методов и построения новых математических моделей применительно к экологической проблематике. Ключевые слова: проектная деятельность, метод проектов, прикладной исследовательский проект, студенты-будущие экологи Перспективы Науки и Образования Международный электронный научный журнал
Aim and Objective. In the conditions of modern reality, the importance of solving environmental problems of a global and regional nature makes it relevant to search for ways to improve the process of mathematical training of future ecologists. One of such directions is the motivation to study mathematics and its applications. The purpose of the study is to identify and test the methodological conditions that ensure the strengthening of the mathematical motivation of students – future ecologists in the process of teaching mathematics at a university. Materials and methods. The Mathematics Motivation Questionnaire (MMQ) was chosen as the main diagnostic tool, and the author's questionnaire compiled on the basis of this questionnaire, taking into account the specifics of teaching mathematics to future ecologists, was chosen as an additional diagnostic tool. 205 students of environmental training directions of Vyatka State University took part in the implemented survey. Statistical analysis of the obtained results was performed using the Mann-Whitney U test. Results. For the first time, a technology for diagnosing the mathematical motivation of students – future ecologists based on modern research is presented. A number of methodological conditions have been formulated that ensure the strengthening of the motivation under study, which clarifies and expands the ideas about the system of mathematical training of future ecologists. The analysis of motivation for admission to the university revealed a number of problems, which the intervention was aimed at overcoming. Its effectiveness was confirmed by significant differences in the MMQ questionnaire (Uemp = 100 < Ucr = 113; p < 0,05) and according to the author's questionnaire (Uemp = 72 < Ucr = 88; p < 0,01). Based on the re-evaluation, the transformation of the motivational attitudes of students - future ecologists from static beliefs about the nature of mathematics to dynamic ideas was revealed. Conclusion. The practical significance of the study is determined by the possibilities of using its results to improve the mathematical training of future ecologists, as well as by optimizing the process of teaching mathematics to maintain productive motivation.
Introduction. In the context of the availability of information containing misleading arguments, the prevalence of electronic devices and the Internet, there is the increasing demand for the ability to effectively navigate the information field, to establish cause-and-effect relationships, to formulate one’s own conclusions and to make informed decisions. Consequently, one of a modern university graduate’s key competencies is critical thinking, which influences students’ adaptation in society and their professional realisation. Critical thinking development is an urgent task in the process of mathematical education of students, who plan to work in areas directly related to the well-being of future generations.Aim. The current research aims to identify and test the methodological conditions that ensure the development of critical thinking of students – future biotechnologists in the process of teaching mathematics at the university. An additional task was the development of diagnostic tools aimed at assessing critical thinking skills.Methodology and research methods. The research involved 81 students of the Vyatka State University majoring in 19.03.01 Biotechnology training programme. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and the Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account the specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test.Results and scientific novelty. For the first time, on the basis of modern research, the features of the formation and evaluation of critical thinking of students – future biotechnologists in the process of teaching mathematics are presented. A number of methodological conditions, which ensure the development of this type of thinking, are formulated. The conditions clarify and expand the ideas about the system of mathematical training of bachelors-biotechnologists. Diagnostic tools were developed and tested. Its key feature is that the student does not work in a simulated environment, but on real problems. The intervention effectiveness based on the described conditions was confirmed by significant differences (Uemp.= 128 < Ucr.= 142; p < 0,01).Practical significance. The identified methodological conditions and the proposed diagnostic tools can be used to improve the mathematical training of future biotechnologists, as well as to optimise the process of teaching mathematics in order to develop the main components of critical thinking.
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