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1

МЕТОДИКА ОРГАНІЗАЦІЇ ТА ПРОВЕДЕННЯ СЕМІНАРІВ: ОСОБЛИВОСТІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

100%
Цуруль О.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 9(73)
132-142
EN
Introduction. The problem of methodological training of the future biology teachers to organizing and conducting seminars is one of the most relevant for professional education. In methodological researches seminar is considered as a separate form of organization of biology teaching or a type of a lesson.Unfortunately, this problem has never been considered in current researches. The aim of the study is to prove the essence and to reveal the features of methodological training of the future biology teachers to organizing and conducting seminars at the National Pedagogical Dragomanov University. Research methods.Theanalysis of information sources and normative educational documents, research of pedagogical experience, system and structural analysis, abstraction, synthesis, generalization, comparison, questioning and interpretation of the received results. Results. Our research contains of understanding of a seminar as a basic and separate leading form of organization of modern educational process of biology. The studied form is effective and expedient not only for seniors, but also for the rest of the school. Educational seminars have special role in the high profile school. The lecture, laboratory classes and students’ independent work (course “Methods of teaching biology”) are the leading types of the author’s approach to methodological training of the future biology teachers to organizing and conducting seminars. With a practical training for students (in secondary school) they form an invariant component of the methodological training. Research tasks, course designing and qualification works are variable components of methodological training of the future biology teachers to organizing and conducting seminars. Conclusions and perspectives of further researches. Realization of the offered approach provides quality level of knowledge and abilities formation as well asmethodological readiness of the future biology teachers to organizing and conducting seminars. Researches of features of methodological training of the future biology teachers to conducting seminars with the use of modern pedagogical technologies (information and communication, interactive, development of critical thinking) are perspective and relevant for pedagogical theory and school practice of biology teaching.
2

ПРАКТИКО-ОРІЄНТОВАНІ ТЕХНОЛОГІЇ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ

72%
Грицай Н.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 10(54)
34-41
EN
The article reveals the essence of practical-oriented approach to methodological preparation of future teachers of biology. It is established that such approach has been realized in foreign countries, but it isn’t widely used in Ukraine. The essence of the practice-oriented approach has several positions. Some scientists believe that the practice-oriented approach involves organizing education, industrial and pre-diploma students’ practice with the aim of immersion into the professional environment. Other scholars consider the main effectiveness of implementation of the vocational-oriented learning technologies that contribute to form the students’ important traits for future careers. The purpose of the article is to identify the effective practical-oriented learning technologies in methodological preparation of future teachers of biology. It is stressed that different kinds of practices (propedeutic, educational, productive) provide an opportunity to the student to confirm the correctness of the chosen profession, to observe how the teachers-professionals work, to acquire professional experience, to develop the necessary practical skills. Survey that was conducted among university teachers in Ukraine gave reason to approve that the most common technologies in methodological preparation of future teachers of biology are interactive technologies, design technologies, multimedia technologies and problem-based learning technologies. However, such technologies as contextual technology training, case-technology, research technology, technology portfolio, technology workshops are underutilized. The technologies that contribute to the realization of professional students’ activity during their studies at higher education institution are known as professionally oriented. These technologies refer to the contextual education technology, design technology, case technology, interactive technology, problem-based learning technology, technology of portfolio, technology of workshops and others. The author determined the common features of professionally-oriented technologies (performance, motivation to the profession, the formation of practical skills, cognitive activation of students, and development of methodological thinking of students). The conclusions about the effectiveness of practice-oriented technologies have been made.
3

ДОСЛІДНИЦЬКО-ОРІЄНТОВАНЕ НАВЧАННЯ БІОЛОГІЇ В СУЧАСНІЙ ЗАГАЛЬНООСВІТНІЙ ШКОЛІ

72%
Наталія Г.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 4(68)
177-189
EN
The article is devoted to research approaches in the biology education. The relevance of the study is due to the needs of increasing the quality of science education in Ukraine. The purpose of the article is to determine the particular organization of research-oriented biology education and its application in schools. The methods of research are: analysis of domestic and foreign scientific and educational literature, comparison, analysis of the practice of training the future biology teachers in the Universities, generalization and systematization of the results. The author reveals the essence of the research approach and research method. We describe the use of research methods in the history of teaching methods of natural science of biology, analyze the methodological views of B. Raikov, K. Yahodovskii, O. Buldovskii and other scientists. Research method is considered by the scientists-methodologists to be one of the priorities in teaching the biology. The essence of the research method is that students acquire knowledge not by the teacher’s words but during the separate searching activity. The student is in the place of the researcher and has an opportunity to draw conclusions that are based on their own experiences and observations. The experience of research-oriented education in foreign countries has been analised. The inquire-based education is quite common in the science education of the United States and European countries (Czech Republic, Slovakia, and Poland). The ability to research activity is one of the key competences that is necessary to form in a secondary school. The main feature of student’s research ability is a subjective discovery of new knowledge. However, the survey of practicing educators determined that the research-oriented biology education in the secondary school is used enough. According to the research approaches we consider education as a learning model of science. The author describes research technology, indicates the main stages, describes the methodology of the study, compares it with the traditional methods of teaching. The author has found out that the inquire-based biology education contributes to the quality of science education by systematizing the knowledge of students to form their critical thinking and research skills to solve problems. The article presents the advantages and disadvantages of the research-based studing. The proposals for implementing the inquire-based biology education in schools have various types. The prospects for further researches are seen in developing the biology research tasks for the secondary school students
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