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ВИКОРИСТАННЯ КЕЙС-МЕТОДУ ПРИ ФОРМУВАННІ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

100%
Оксана П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 3(67)
83-98
EN
The article is devoted to the peculiarities of implementation of case-method as one of the most interactive methods in higher education practice. Particularly the article describes the experience of case-study usage as an effective condition for the formation of research competence of the future biology teachers in the process of teaching natural sciences. According to the results of the survey conducted among biology teachers case method is used by 11,5 % respondents only. The survey among final-year students shows similar results – as only 15,8 % future biology teachers are ready to implement case study method at their lessons. The reasons of lack of case-study implementation while teaching natural sciences in higher educational establishments are analyzed in this article and represented together with the possible solutions of this problem. The definition of case study method is given in the article. The initial stages and peculiarities of case method’s implementation are shown and generalized: the rules of method creation, the algorithm of its usage and evaluation of students’ work. The role of a teacher as a tutor while implementing the case-method is determined separately. Different classifications of cases are given in the article as well as main peculiarities of research cases. It is ascertained that the usage of case-method in educational process is favorable to the development of the complex of research features and abilities: orientation in the informational space, self-sufficiency while organizing and conducting an experiment, presenting the results of own researches, usage of acquired knowledge and skills in typical and non-typical professional conditions, the ability to work in the team etc. The advantages of case method as well as the difficulties of its implementation in the studying process are stated. The examples of cases in age physiology, school health, human ecology and zoology are given. In prospect is trying-out of the effectiveness of case-study method in the process of students’ field practice on zoology.
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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