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1

ЗАРУБІЖНИЙ ДОСВІДЕКОЛОГІЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

100%
Скиба М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 2(46)
48-56
EN
The main aim of this article is to analyze the foreign experience of ecological education of future biology teachers in the USA, the UK, Germany, Belarus and Russia. According to the comparative analysis of universities’ curricula it is studied out their educational filling. In particular it is revealed that in many countries of Western Europe and the USA the centers of ecological education are created, and in Russia – the environmental and educational center. In the UK during the educational process of teachers, attention is paid to ecologization of the educational process, and the curriculum includes some separate disciplines of ecological direction. The universities in the USA are concentrated on future biology teachers studying a big amount of ecological disciplines, and it is preferred research work to theoretical material. Germany has advocates of traditional pedagogic and eco pedagogic. The emphasis is made on practical methods and forms of work – carrying out practical work, field workshops, activities, waste disposal, landscaping, rescue measures in relation to animals. The U.S. environmental education is aimed not so much at the accumulation of knowledge about the relationship between man and nature but at the ways of their optimization, protection and conservation. Shamiakin National Pedagogical University (Mozir, Belarus) gives off a big amount of hours for studying disciplines of ecological direction. Federal national educational standard of higher professional education (Russia) in the direction of “Biology” provided the studying of different ecological disciplines but it is not provided the study of eco pedagogical direction. Based on the analysis of curriculum of certain universities it is identified the ways of realization of student’s ecological education, it is selected disciplines that contribute to the formation of theoretical knowledge as the basis for ecological education of teachers of biology and ecology courses and educational guidance to prepare students for the ecological activities of pupils. It is perspective to further scientific researches to analyze the content of the theoretical ecological education of future biology teachers of Ukraine, the USA and Europe, ant its comparative analysis.
2

ЗАСТОСУВАННЯ КЕЙС-МЕТОДУ ДЛЯ ФОРМУВАННЯ КОНСТРУКТИВНИХ І ПРОЕКТИВНИХ УМІНЬ ЕКОЛОГО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

100%
Скиба М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 4(58)
354-362
EN
The article describes the term “case method”, gives different stages of cases development, their structural components and also types of cases. The main point of the article is to accomplish the analysis regarded to numerous approaches of scientists about the definition of the term “case method”, to give examples when case method is used during teaching ecological-pedagogical disciplines. The article establishes the value of given method to form projective (the competences to formulate aims and goals of ecological-educational activity, to foresee its results; to use collected knowledge in professional life, to forecast different results of human influences on the environment to save it; to make recommendations about environmental protection and well-minded management of natural resources) and constructive (the ability of making models of planed activity) competences of ecological-pedagogical activity. Solving of case tasks is made in several steps: introduction the text of the case to students; analysis of the case; discussion; presentation; evaluation; conclusions. The scheme of creating the case by the teacher: formulation of didactic goals of the case – picking the topic – information selection – writing the text of the case – preparing tasks for the case – introduction of the case into the teaching and learning activity. There are examples of our cases and contextual exercises for practical studies of “Organization of ecological-pedagogical activity” and “Technology of ecological education” for training of future biology teachers. The conclusion was made that the appliance of the case method is connected with diligence, interactivity, capability to make collective decisions together with the right to have one’s own opinion. Further research is directed at studying peculiarities of using those interactive methods during the training process of future biology teachers and their value for the development of ecological-pedagogical competences (informative, creative, and communicative).
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