2016 | 8(62) | 33-43
Article title


Title variants
Formation of key competences of secondary school pupils during the lessons with an entrepreneurial background.
Languages of publication
The article examines the questions of formation of key competences of secondary school pupils at physics classes with an entrepreneurial background. The essence of the design and implementation of physics lessons with an entrepreneurial background is given, which provides pupils with the opportunity to combine acquired theoretical knowledge on a specific question or topic of the physics curriculum with their practical application. A variety of forms, methods and learning technologies, in particular interactive methods, contribute to creation of entrepreneurial background at these lessons. The types and characteristics of key competences of pupils involved in the fulfillment of tasks at physics lessons with entrepreneurial background (ability to learn, cultural, social, public, entrepreneurial, health-preserving competences and competence in information and communication technologies) are described. The analysis of the essence of the competence approach in education is realised, as well as the leading ideas of physics lessons with an entrepreneurial background and its ability to form key competences in secondary school pupils is conducted, besides it is shown that they have many common reference points (tasks). In particular, the fulfilled opportunities are aimed not so much at providing the pupils a certain amount of knowledge in physics, rather at developing the skills to apply this knowledge, utilizing them for completion of other tasks in case of need; at developing pupils’ communication skills, ability to work with others, the skill of participation in discussions, performing various social roles, overcoming conflicts; developing the ability to collect the necessary information, to put forward hypotheses, to use research methods of work. Two groups of teaching requirements for selection and design of content of physical education are defined, as well as preconditions of effective work with them in order to ensure qualitatively new educational outcome. These conditions outline the essential features of the learning process at physics classes with entrepreneurial background in accordance with the basic ideas of competency approach. The scheme for design and implementation of such lessons is presented. It is concluded that the inclusion of physics lessons with the entrepreneurial background into school practice is appropriate for the formation of key competences of school pupils in comparison with traditional teaching methods.
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Publication order reference
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