The article is devoted to the problem of development and testing of diagnostic tools for monitoring the ability of teachers of general educational institutions to solve professional and pedagogical problems. The model of unified fund of assessment materials (UFAM) is aimed at reviewing subject and methodological competencies of biology teachers. It provides examples of tasks in biology with the methods of teaching it. A brief analysis of the model review results has been provided.
The key goal of modern biological and ecological education is the process of forming a natural scientific worldview based on the biological picture of the world and, in particular, the formation of biological (ecological) thinking based on a systematic approach. This contributes to the formation of a personality capable of independently building a trajectory of personal development, subject to mastering key competencies. An innovative approach to the formation of a biological picture of the world, from the authors’ point of view, is the use of immersive technologies in the educational process in biology and ecology. The article discusses the implementation of new teaching aids and technologies, especially virtual and augmented reality, 3D images in the biological and ecological education of school students, and the problems of a comprehensive study of the influence of VR and AR technologies on students in the context of project activities. It proposes several approaches to the training of teachers and instructors who can effectively organize an immersive educational process, build flexible scenarios for the inclusion of these technologies in project activities. The examples of students’ project work on the basics of genetics in virtual laboratories using virtual and augmented reality technologies are examined. In particular, an innovative approach to teaching the foundations of heredity is revealed in accordance with the challenges of our time, taking into account social demand, allowing to provide a personality-oriented approach to learning, variability of the process, increase the effectiveness of the material being studied, and adapt participants to the conditions of passing the mandatory standard. At the diagnostic stage of the study, it was revealed that the heredity basics module in the school biology course is a complex topic. This served as the basis for starting the development of the author’s methodological construct, which is based on cultural, historical and problem approaches. When designing a construct, the material on the basics of heredity is divided into semantic modules – didactic units, the structure of which assumes the presence of a motivating task, a problem situation and work in a virtual training ground. The approbation of the innovative module for the study of the molecular foundations of genetics by school students shows that for its implementation into the practice of general and additional education, it is necessary to update the material base, to conduct both real and virtual genetic experiments, as well as to improve the qualifications of teaching staff.
This paper presents a concept of continuous environmental education that has a generic nature but was considered in the context of one particular region — the Republic of Altai. The work also presents a structural-functional model of the system of technological support of the continuous environmental education of secondary school students. The model of the system mentioned above is based on the results of theoretical, methodological and practical research as well as on its experimental verification. The system is based on the principle of environmental education with its substantive, regulatory and procedural functions. The study has confirmed the assumption about the necessity of this concept and proved its effectiveness in terms of developing a technology for continuous environmental education in the region. This concept was adopted by the Government of the Altai Republic and became the theoretical and methodological basis of this technology. The concept of environmental education in the Republic of Altai proposed allows observing the entire educational process and taking into account the connections between all functional structures most fully, since all of them are based on systematic, activity, reflexive, synergetic, resource, cultural approaches. The concept creates a theoretical basis for solving an important practical problem — the scientific substantiation of the didactic basis of environmental education. The investigation performed helps explain the essence and predict the development of complex processes in the field of education. The research allows using the experience of theoretical substantiation of the introduction of didactic provisions to the rank of teaching principles and experience in developing their "instrumentality" (the method of application) in the form of content, normative and procedural didactic functions. Also, this research allows building a concept that creates a theoretical basis for solving important practical problems in the education system and using the experience of revealing the deeper content of previously known pedagogical concepts, enabling the identification of their new core features.
The article scientifically substantiates the cultural and creative concept of additional environmental education, as a methodological basis for the formation and development of environmental and social responsibility, which involves the development of four levels of value orientations of students: reproductive, heuristic, creative. The concept is aimed at the formation of the individual activity of students in solving environmental problems on the basis of social, scientific and aesthetic axiological systems that determine the content of ecological-biotechnical, ecological-research, ecological-aesthetic activities. The main result of the implementation of this concept is the ability of students to plan their activities for the study, preservation and creative transformation of the environment independently, using traditional and immersive technologies. Scientists have designed a cultural and creative system of additional environmental education for students using immersive learning technologies, which is considered as a tool for the development of environmental and social responsibility of society. The article presents the results of an experimental test of the effectiveness of the cultural and creative system of additional environmental education using traditional and immersive learning technologies, which has shown the high effectiveness of the influence of innovative forms, means and methods of additional environmental education in the formation of environmental value orientations of students.
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