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1

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ДО ФОРМУВАННЯ В УЧНІВ ЗНАНЬ ПРО НАНОТЕХНОЛОГІЇ

100%
Величко С., Іваній В., Мороз І., Ткаченко Ю.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
3-14
EN
The article reveals the specific methodological training of physics teachers to the development of students’ knowledge about nanotechnology on the basis of the analysis of experience of foreign countries.In the article the category of readiness of the teacher of physics to form nanophysics technological students’ knowledgeis determined as the personal formation of the future teacher that includes the totality of professional competence aimed at the development of nanophysics technological students’ knowledge and their positive motivation on the future scope of activity in the field of nanotechnology. From an assessment position oftheachievedlevelofprofessionalismasanintegratedindicatorofformationofspecialprofessionalcompetencethefollowingcomponentsof thephysics teacher’sreadinesstoformnanotechnologicalstudents’ knowledge are highlighted: scientificandtechnical, subjectandeducational, information and technological. Scientificandtechnical component includes the knowledge of nanophysics, ways and methods of integrating content in the field of nanotechnology, environmental aspects of development of nanotechnology. Subjectandeducational component includes the ability to master professional and pedagogical skills which are necessary for the implementation of the process of teaching nanotechnology, development of value attitude in teachers to the experience of the creative professional activities, readiness to use the experience of the creative professional activities and development of students’ positive motivation on the future scope of activity in the field of nanotechnology. Informationandtechnological component includes the ability to master the basics of designing and implementing the learning process of students the basics of nanotechnology, using in their professional activities of Information Technologies, measuring methods based on the use of nanotechnology tools. The prospects for further research are seen in the search of the ways of including nanophysics technological knowledge in the courses of general and theoretical physics which are studied at the pedagogical universities in preparing future physics teachers to the activities in the field of learning the basics of nanosciences and nanotechnology.
2

МЕТОДИКА ВИВЧЕННЯ ДЕЯКИХ ПИТАНЬ СУЧАСНОЇ ФІЗИКИ В ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

86%
Олена З., Лариса О., Ольга П., Алла С.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
|
issue 3(67)
189-201
EN
The article is devoted to the display of modern achievements of physics as a science in the school physics course. The existences of contradictions between modern scientific concepts in physics and content curriculum of discipline have been found. At the same time, it is proved that the curriculum requirements for general education of students has not been specifically formulated in the part of expected results of training on the basic concepts of nanoscience. The research is based on the general scientific theory and empirical methods: analysis – in order to study modern physics in secondary schools, finding the provision in the learning process of necessary learning tools; synthesis – for designing content for elective courses; observing of the educational process in physics. Based on the analysis of scientific and technical literature and teaching experience it is shown that the issue of development and implementation of appropriate elective courses in the context of the reform of secondary education are not reasonable: methodology of the use of elective courses while studying modern physics in secondary school has not been disclosed; relevant materials of these courses have not been developed, and there are no methodological and logistical support for their teaching. It is proved that today there is an urgent need for the development and implementation in the learning process, starting with secondary schools, of tailored training courses that include individual questions of modern physics and nanotechnology. The authors proposed elective course “Fundamentals of Modern Physics” for high school students. The course objective is to resolve contradictions between modern scientific concepts in physics and curriculums physics. In the article elective course program and guidelines for teachers are revealed. Course content promotes pupils with the modern scientific world. Holding this course the authors consider appropriate in the end of the11th class curriculum. The effective implementation of the foundations of modern physical science in the educational process of secondary schools requires creating programs and teacher training courses and developing of appropriate methodological provision of the studied subjects.
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