Nowadays, the problem of optimizing the interaction between man and nature by increasing the level of environmental culture of young people is relevant. The views of scientists on the specifics of the formation of environmental culture of higher education students are analyzed. Five interrelated components of the readiness of students of higher education for the formation of an ecological culture of students are characterized: motivational and valuable (deep interest of students in studying the ecological state of the environment, their conviction in the education of moral and ecological qualities in schoolchildren), cognitive (the formation of a certain system of psychological pedagogical, chemical, geographical, ecological, biological knowledge, which ensures the development of ecological thinking), procedural (formation of ecological and professional skills, skills and experience necessary for the implementation of environmentally safe activities with students), reflective and personal (formation in higher education students of the skills to realize the results of their ecologically oriented activities, to objectively evaluate them and determine one's attitude towards them). According to the components, the criteria for the formation of the ecological culture of future teachers of natural sciences are defined: value-orientational, cognitive, practical-active, reflective-evaluative. Value-orientational (the formation of the ecological and professional orientation and personal motivation of the future teacher of natural sciences in the process of professional training); knowledge (availability of a certain amount of knowledge from professional disciplines, understanding of the content, essence, signs and stages of ecological and pedagogical activities aimed at the formation of ecological culture in students); practical and active (availability of skills to use typical forms, methods and means of teaching students of natural sciences in educational work; skills of applying pedagogical innovations, the latest technologies, active methods and techniques in one's environmental and professional activities); reflexive-evaluative (formation of environmental-professional reflection in the future teacher of natural sciences; ability to diagnose his environmental-professional activity with the aim of its further modeling). According to the selected criteria and indicators, three levels of the formation of ecological culture of future teachers of natural sciences in the process of professional training are defined: low, medium, and high. It has been established that a teacher of natural sciences with a high level of ecological culture formation plays a decisive role in the implementation of ecological education of children and youth. Pedagogical conditions that contribute to the formation of the ecological culture of future teachers of natural sciences are also defined and substantiated.
педагогічних наук, доцент кафедри іноземних мов Одеської національної академії харчових технологій.Наукові інтереси: теорія та методика навчання діловій англійській мові. INFORMATION ABOUT THE AUTHOR OGRENICH Maria Anatoliyivna -PhD inPedagogics, Assistant Professor, Chair of foreign languages, Odessa National Academy of Food Technologies.Circle of research interests: theory and methodology of business English teaching.
The article highlights the organization of self-directed learning of chemistry among pupils as one of the ways to enhance education quality in the conditions of distance learning. Today’s education aims to provide equal conditions and access to quality education to all. In this regard, it is crucial to organize self-directed learning which depends on both the pupil’s personality and the elements of the external system. The article specifies the teacher’s main objectives in terms of managing self-learning: a) to involve pupils in independent cognitive activities; b) to provide emotional support for pupils; c) to create a winning situation by applying individual assessment standards, as well as enabling examination of the obtained results by both the teacher and the pupils. Besides, the article formulates the principles for self-directed learning of chemistry among pupils: self-determination, openness, links between self-learning and practice, visualisation, proactivity, adaptability and interactivity. Importantly, one should take into consideration the specifics of the subject itself. It refers to the scale of the material, abstractness, as well as the leading role of tasks. The main components of managing self-directed learning of chemistry are as follows: “the system of problems” (a set of specially selected chemistry problems, standard and non-standard both in terms of solution and content) and “the level of independence” (how involved the pupils are in determining the goal and choosing the ways to achieve it). A detailed analysis of how today’s education develops and is updated allows one to discover the conditions for effective self-directed learning of chemistry among pupils. They are the following: focusing on the creative nature of educational activity; building individual educational paths; using the latest technologies under the needs of the educational process. Finally, the article clarifies the three levels of managing self-directed learning of chemistry among pupils: internal management (following the curriculum); internal self-management (following the pupil’s internal motives); external management (performed by the teacher in case of supplementing and correcting internal management).
Серія: Педагогічні науки Випуск 198 51 математики, статистики та економіки Центральноукраїнського державного педагогічного університету імені Володимира Винниченка. Наукові інтереси: технології навчання економіки, історія науки і техніки. РІЖНЯК Ренат Ярославович -доктор історичних наук, професор кафедри математики Центральноукраїнського державного педагогічного університету імені Володимира Винниченка. Наукові інтереси: технології навчання математики, історія науки і техніки.
The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. The relevance of the chosen topic is substantiated by the expediency of applying a practically oriented approach to the organization of the educational process precisely in the preparation of future teachers of natural sciences, as it aims at developing their willingness to further fulfill and improve their professional functions. The article deals with theoretical issues in the organization of hands-on training for future natural science teachers. Besides, it analyzes the concept of “practical training” and “practice” in scientific studies of Ukrainian researchers and highlights the importance of hands- on practice in the development of professional competences. Besides, the article considers the development of special skills in future natural science teachers via hands-on practice as part of professional training in higher education institutions. The obtained results allow one to outline the main issues in practical training of future natural science teachers in Ukraine and suggest effective solutions to them. Also, the article shows how hands-on practice of future natural science teachers is organized and justifies general requirements for practical training of students under a competence-based model. The article describes stages for implementing hands-on educational practice. It defines types and forms of assessment that can be used to identify levels of students’ practical skills, professional experience, and appropriate competences. There appears to be the need to improve educational and methodological support for students in accordance with current reforms in the educational system. The article concludes that practical training, especially hands-on practice, is the axiological basis for future natural science teachers.
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