Статті в журналах: "Future natural sciences teacher"

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Gramatik, Nadiia. "The problem of training future teachers of Natural Sciences: analytical review." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 126–33. http://dx.doi.org/10.24195/2617-6688-2019-3-18.

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The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.

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Voitovych, Oksana. "PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 13–17. http://dx.doi.org/10.36550/2415-7988-2021-1-194-13-17.

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It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.

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Onipko, V., and Sherstiuk Sherstiuk. "PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR RESEARCH ACTIVITIES." Ukrainian professional education, no. 7 (September 14, 2020): 67–73. http://dx.doi.org/10.33989/2519-8254.2020.7.238038.

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The article describes the scientific basis for the formation of research competence of future teachers of natural sciences, substantiates the need for research to understand the essence of social, economic, and environmental phenomena, innovative solutions to professional problems. It is substantiated that research activity in a higher pedagogical educational institution is an essential objective condition for the holistic professional competence formation of a science teacher, which ensures the development of the research competence as an important quality of a modern specialist. The research of Ukrainian scientists on the formation of research competence of future teachers is analyzed, and the requirements of the National Qualifications Framework are highlighted, on the basis of which the category ‘research competence of future teachers of natural sciences’ is defined as an integrative quality of personality that characterizes their readiness to solve research (search, design, consulting, organizational and managerial) tasks by applying methods of scientific knowledge, application of the diagnostic approach in educational, scientific, natural and managerial activities and which is expressed in the unity of value-motivational, cognitive and operational components. It is proposed to understand the process of systematic accumulation of positive quantitative and qualitative changes under the formation of research competence of future teachers of natural sciences, which allow applicants for higher education to effectively carry out educational, natural science research. The peculiarities of preparation of future teachers for research activities are considered, taking into account the following principles: scientific, systematic, a connection of theory with practice, continuity of the educational process, humanism and provide two main interrelated areas: teaching elements of research work, formation of research experience; actual research, which is conducted under the guidance of teachers. The system of preparation for research activities of future teachers of natural sciences is characterized, which is characterized by openness, dynamism, manageability, flexibility and provides three main components: theoretical, organizational, and methodological, and practical.

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Torkar, Gregor, and Verena Koch. "FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 216–23. http://dx.doi.org/10.33225/jbse/12.11.216.

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The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.

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Mitevski, Orce, Mitevska Petrusheva, and Katerina Biljana Popeska. "Perspectives of students - Future natural sciences teachers regarded teacher’s role as educator." Contemporary Educational Researches Journal 7, no. 3 (November 10, 2017): 96–105. http://dx.doi.org/10.18844/cerj.v7i3.2651.

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One of the important segments in the initial education of the teachers is creating positive attitudes of students for the importance of teachers’ role as educator. The aim of this research is to determine the attitudes of students – future teachers about the role of the teacher as an educator and to determine the differences in student’s attitudes regarded their sex. The study was conducted on a sample of 94 examiners, students at Teaching Faculties in Republic of Macedonia preparing for future teachers in natural sciences. Obtained results were analyzed using quantitative and qualitative analyses. Differences in student’s attitudes regarded the sex were determined using Pearson chi - square test. It could be concluded that students-future teachers in natural sciences have developed positive attitudes toward teacher’s role as educator, establishing teacher’s personal characteristics, its authority, and reputation and building quality relations with pupils as one of the important aspect. Yet it’s notable that for most of the examiners, teacher’s role as transmitter of knowledge is defined as more important and priority. These findings suggest on need for greater emphasis of the teacher as a factor in creating student’s personality through educational activities and realization of teacher’s role as educator. Keywords: Competences, pedagogical work, educator, students.

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Nemčíková, Magdaléna, Zuzana Rampašeková, Hilda Kramáreková, and Alena Dubcová. "Specifics of Geography Teacher Training at the Faculty of Natural Sciences Constantine the Philosopher University in Nitra." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 12 (December 1, 2018): 140–53. http://dx.doi.org/10.24917/20845456.12.11.

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The Slovak education is currently experiencing a turbulent period associated with ongoing efforts to reform the education system, under-funding of education with low teacher salaries, overworked and feminized teaching staff, low social status of a teacher in society, problems in the creation and distribution of current textbooks, insufficient interest in studying natural sciences, leaving of young people to study abroad, etc. This situation is also reflected in the training of future teachers including the geography teachers (in combination with other subjects). The aim of this study is to provide basic information on the development of future geography teacher education in Nitra, which has almost a 60-year tradition. Moreover, it characterizes the current state of this education in the context of the subject field didactics and pedagogical practice and identifies the challenges of their future preparation. Methods of text analysis, information comparison, and statistical processing of quantitative information were used in this study. Key findings include the dynamics of the number of graduates from geography teaching study programs, responding to the situation in education system and demographic decline in the population, and reduction of contact lessons at the university leading to a reduction in the professional and didactic extent of knowledge and skills of future teachers. The most important conclusions or recommendations as well as scientific contribution concern the necessity to change the attitude of teachers towards the practically oriented teaching with stronger emphasis on training students’ creativity not only through ICT, but also using creative and critical thinking strategies.

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7

Gramatik, Nadezhda. "The professional training of a future biology teacher: basic theories of natural scientific discourse." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 76–82. http://dx.doi.org/10.33310/2518-7813-2019-66-3-76-82.

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Анотація:

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.

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Gramatyk, Nadiia. "The danube river as an activation factor of the ethnopedagogical component of general cultural competence of bachelors in natural sciences." EUREKA: Social and Humanities, no. 2 (April 5, 2021): 44–51. http://dx.doi.org/10.21303/2504-5571.2021.001759.

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In accordance with the European parameters of professional training of the new formation of educators, it is mandatory to emphasize the problem of forming in the future teacher the basic competencies of modern human, including an ethnocultural one. The value of this format of professional training is the focus of competence-oriented content of education on the formation of life and worldview of the future teacher, as well as his/her professional self-development. Ethnopedagogical component of training of future bachelors of natural sciences is of particular importance in the implementation of the concept of specialized training in high school and is one of the indicators of professional readiness to implement the multicomponent component of the content of modern natural education. Ethnopedagogy as a component of modern pedagogical science is a powerful resource for the formation of general cultural competence of the future teacher, which reflects a certain level of his/her professional readiness for teaching in the context of interaction of natural and social environments, to emphasize semantic and ideological aspects, to highlight the dominance of new values.

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GRAMATIK, N. "ON ONE OF THE APPROACHES TO THE FORMATION OF THE FUTURE BACHELOR OF NATURAL SCIENCES AS A COMPETITIVE SPECIALIST." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 37–42. http://dx.doi.org/10.33989/2075-146x.2021.28.250335.

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Issues of professional training and the formation of a competent teacher of the New Ukrainian School are relevant in the context of educational European integration and require the introduction of scientific innovations that will increase the responsibility of each student for professional choice. It is well known that competitiveness is a characteristic of the individual, expressed in the ability to survive and win the competition. And a competitive teacher is a person who, thanks to personal and professional qualities, can survive and win in competitive relations in the market of educational services. Competition as a major form of organization of social and interpersonal interaction, primarily aimed at ensuring the quality of education, bringing educational systems closer to the parameters of European standards. That is why the formation of the competitiveness of the future bachelor of natural sciences is a priority of higher pedagogical education in Ukraine. Given the above, the competitiveness of the future bachelor of natural science should be considered at two levels: personal (mobility, adaptability, communication, independence, adaptability, purposefulness, values and attitudes, critical thinking, ability to self-knowledge, self-development, and self-education) and professional (reflexivity, creativity, goal setting, forecasting, and design). In addition, an important determinant of the competitiveness of the modern teacher of natural sciences is the ability to solve non-standard professional tasks, which is a necessary condition for self-realization in the profession, the discovery of potential and natural abilities. Thus, the development of a competitive personality of a future teacher of natural sciences is the development of a reflective personality with positive psychoenergetic potential, able to organize, plan their activities and behaviour in dynamic situations, a person with a new style of thinking, unconventional approaches to problem-solving, adequate response in non-standard situations.

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Hladun, T. "Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions." Journal of Education, Health and Sport 9, no. 12 (December 28, 2019): 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.

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The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.

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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (December 25, 2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.

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Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.

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SUNYONO, Sunyono, Lisa TANIA, and Andrian SAPUTRA. "EXPLORATORY FACTOR ANALYSIS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS CAREER INTEREST FOR PRE-SERVICE MATH AND SCIENCE TEACHERS: A CASE OF LAMPUNG UNIVERSITY, INDONESIA." Periódico Tchê Química 17, no. 35 (July 20, 2020): 282–92. http://dx.doi.org/10.52571/ptq.v17.n35.2020.25_sunyono_pgs_282_292.pdf.

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STEM (Science, Technology, Engineering, and Math) learning approach integrates four disciplines, namely science, technology, engineering, and mathematics, in solving everyday life problems and giving many learning experiences to students. This study aimed to analyze career interest in the field of STEM for prospective Indonesian Mathematics and Natural Sciences (MIPA) teachers, studying the patterns of relationships between factors, preference levels, and what factors influence it. The research sample was 300 prospective MIPA teachers at the Faculty of Teacher Training and Education, Lampung University. This work involved several stages as (1) adapting and transliterating STEM career interests instruments based on literature sources, (2) analyzing content validity based on expert judgment, (3) spreading tools to research samples and (4) evaluating research data results, assessing bivariate correlations, and the level of interest preference. The data obtained were analyzed statistically using exploratory and confirmatory factor analysis techniques, reliability and variance analysis, and Pearson product-moment correlation. The research results showed information regarding the items in the questionnaire were grouped into four factors, namely engineering career attitude, mathematics career attitude, science career attitude, technology career attitude with loading factors ranging from 0.575 to 0.848. All these factors were able to explain the career attitude of STEM to the sum of 62.43%. The science and mathematics career attitude is the dominant preference for prospective students of Mathematics and Natural Sciences teachers to have a career in the future. Furthermore, the instruments used are valid and reliable to be used to analyze STEM career attitudes for Mathematics and Natural Sciences teacher candidates.

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Bilyk, Valentyna, Iryna Udovychenko, Lesia Vysochan, Kateryna Kyrylenko, Nadiia Stetsula, and Svitlana Gvozdii. "Modernization of Natural Science Education in the Context of Teacher Training." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1Sup1 (March 24, 2022): 25–48. http://dx.doi.org/10.18662/rrem/14.1sup1/535.

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The article states about the personal readiness of future psychologists to use the latest interactive and information technologies in order to improve natural science training in the framework of the integrative acquisition of professional competencies. For this purpose, the expediency of post-non-classical integration of the humanitarian and natural components in the field of psychology was investigated, the relevance of Coworking, BarCamp, and Workshop technologies was reasoned. The readiness of future psychologists to use these technologies after passing advanced training of scientific and scientific pedagogical personnel abroad has been studied using sociological methods. The purpose of the article is to clarify the presence of personal motivation for innovative, integrative, interactive and informational improvement of professional natural science competencies aiming to improve the transformational processes of higher education in Ukraine. A theoretical analysis of the modern natural-scientific training of future psychologists with the identification of promising aspects and a sociological analysis (survey) were chosen as research methods. The analysis showed the need for personal awareness and interactive and information-oriented education. The result of sociological research is the manifestation of divergence between the understanding of the need to use information and communication technologies and mainly personal obstacles to their use. The international significance of the article lies in the fact that its conclusions can be used in modeling innovative conditions for the advanced training of teachers of natural sciences in the countries of “late democracies”.

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Khasanah, Annisa Nur, Riezky Maya Probosari, Sri Widoretno, and Nurma Yunita Indriyani. "PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN." Jurnal Atrium Pendidikan Biologi 6, no. 4 (December 20, 2021): 263. http://dx.doi.org/10.24036/apb.v6i4.12236.

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The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

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Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.

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Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.

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Semenov, Alexander Alexeevich, Vera Valentinovna Solovieva, and Andrey Stepanovich Yaitsky. "Multifunctional training of future teachers in context of Federal State Educational Standards and Professional Standard of Pedagogue." Samara Journal of Science 6, no. 3 (September 1, 2017): 307–12. http://dx.doi.org/10.17816/snv201763310.

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Pedagogical activity is multifunctional in nature. Multifunctionality of the teacher's activity is obliged by the requirements of the Federal State Educational Standards of Higher Education as well as the teachers professional standard. Multifunctional training of future teachers is the process (and result) of mastering by the pedagogic bachelors and masters of set of competencies aimed at fulfilling various teacher functions. There are six basic functions of the modern teacher identified: pedagogical, project, research, methodological, managerial and cultural-educational. The pedagogical function is complex in nature and includes a number of other functions: tutoring, education, developing and correction. All of them are interrelated. The article outlines characteristics of mentioned above functions, describes the track record of training of future teachers at Faculty of Natural Sciences and Geography of Samara State University of Social Sciences and Education as part of baccalaureate and magistracy programs of pedagogical education. This consists of updating of courses content that are implemented according to the student selection, development and realization of new ones, organization and execution of training and production practices, educational and research works of students, scientific conferences, student competitions and olympiads, publication of scientific collected papers (including student ones). Article also presents the results of surveys of graduates on the quality of their preparation for the various teaching functions.

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Herrera Torres, Lucía, Rafael Enrique Buitrago Bonilla, and Aida Karina Ávila Moreno. "Empatía en futuros docentes de la Universidad Pedagógica y Tecnológica de Colombia." Journal of New Approaches in Educational Research 6, no. 1 (January 15, 2016): 30–37. http://dx.doi.org/10.7821/naer.2016.1.136.

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<p class="AbstractText">This study analyzes cognitive and emotional empathy in students who started their training at the Education Science Faculty of the Pedagogical and Technological University of Colombia. The sample was formed by 317 students enrolled in the study programs of Preschool, Plastic Arts, Natural Sciences, Physical Education, Philosophy, Computer Science, Foreign Languages, Mathematics, Music, Psychopedagogy, and Social Sciences. The Cognitive and Affective Empathy Scale (TECA for its Spanish initials) was used to collect data. Both the reliability of TECA and its construct validity were determined for this sample. Participants obtained better results in the cognitive dimension, the highest scores additionally corresponding to the emotional understanding scale. As far as gender is concerned, women outperformed men in their scores, especially in the two affective dimension scales. Differences also appeared according to age, scores growing as age increased. With regard to the training program in which students were enrolled, significant contrasts were identified in perspective adoption and empathic stress. Finally, a suggestion is made about the need for teacher training curricula to envisage empathy development for the purpose of strengthening the emotional skills of future lecturers.</p>

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Nikitchenko, Liliia. "TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES USING MULTIMEDIA." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 1 (March 27, 2018): 63–70. http://dx.doi.org/10.25128/2415-3605.18.1.9.

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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.

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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher

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Gramatik, Nadiia. "Professional training intended for the future bachelors of Natural Sciences: regarding the issue of structure and component composition of the subject competence in Biology." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 198–210. http://dx.doi.org/10.24195/2617-6688-2020-3-23.

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The success of modern transformational changes in public life depends crucially on the quality of professional training of future professionals. In this view, under conditions of reforming the Ukrainian society, a social significance of a competent specialist is extremely growing. An important area of transformational changes is the training of future teachers on a competence basis, which is conditioned by qualitative features of the competence-based paradigm in the context of modern socio-economic and spiritual development of society, changes in the nature and content of work, complexity as well as increasing requirements to performance results, on the one hand; and on the other hand – by the need to more quickly overcome the negative phenomena occurring in the system of training future professionals. The modern labour market, above all, provides for the presence of a professionally competent worker who is fluent in the profession-centred assignments and well-oriented in related fields, ready for continuous personal growth, social and professional mobility. These requirements can be fully applied to the training intended for the future teachers. At the same time, since the future specialist of any profession begins with the school, namely "the school stands for their teacher", the solution of these complicated problems depends entirely on the teacher, the quality of his / her training. As the teacher’s professional activity under conditions of the New Ukrainian school is filled with qualitatively new content, conditioned by the new demands of the society, the professional requirements to the training of the future teacher are significantly strengthened. This outlines a radical change in approaches to the process of professional training intended for future teachers. This is the general pedagogical core of this training that is important, because it deals with the equipping of students with knowledge of the basics of pedagogical theory and school practice, the development of professional thinking, the developed pedagogical skills and abilities to implement social functions alongside the subject component of the professional development aimed at mastering the logic of deploying the specifics of the content. Based on the understanding that each subject, including Biology in particular, is a means of developing the student's personality; the problem of forming future Natural Science teachers’ subject competence in Biology is becoming extremely important. This also requires the expansion of scientific knowledge about the structure of originality, in particular the subject competence in Biology under conditions of the bachelor courses, where basic higher education is obtained.

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Інна Сяська. "STATE OF IMPLEMENTATION OF ECOLOGICAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES." Problems of Modern Teacher Training, no. 2(22) (October 1, 2021): 176–84. http://dx.doi.org/10.31499/2307-4914.2(22).2020.219590.

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The article considers the problems of ecological training of future teachers of natural sciences in higher education institutions. In order to study the educational environment effectiveness on the process of formation of ecological competency of future teachers of natural sciences, an analysis of educational professional programs for their filling ecological content and conducted teachers and students survey. The main criterion of analysis was the presence of ecological disciplines (subjects of theoretical and applied ecology, methodology of ecological education and upbringing) and disciplines that determine the theoretical foundations of ecological culture and students' worldview of in the educational content. Based on the study results, promising guidelines for improving the effectiveness of students' ecological training of the first and second levels of higher education in the specialty “Secondary Education” of natural profile has been defined. In most universities that train teachers of natural sciences, the environmental component needs to be strengthened in the content of educational professional programs. Most ecological disciplines are optional, so we suggest including at least 50 % of the environmental component in the mandatory block. Due to the intersectional nature of ecology as a science, it is possible to further involve the potential of educational content in the formation of students' ecological competency. Such approaches should be used when designing training and internship programs, in which students will have the opportunity to gain experience in environmentally sound behavior and activities. Important in the students' ecological training is their participation in the work of environmental NGOs, environmental movements, volunteering, which allows to implement the acquired knowledge in practice and contributes to the formation of ecological culture and worldview of future teachers of natural sciences.

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ISCHENKO, V. "SELF-MANAGEMENT AS A CONDITION OF PROFESSIONAL GROWTH OF A FUTURE TEACHER OF NATURAL DISCIPLINES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 96–99. http://dx.doi.org/10.33989/2075-146x.2018.22.185025.

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This article deals with the problem of professional self-development of educators. As a result of the analysis, several definitions of the concept of “professional self-development” were proposed, factors, goals and criteria for students 'self- development were highlighted, and factors that hinder students' self-development were outlined.The theoretical foundations of self-management as the basis of effective self-education activities of future teachers of natural sciences are reviewed, its basic theoretical concepts, functions and stages are analyzed.The article highlighted the role of self-management in the professional and personal development of university students as future teachers of natural sciences. Analyzed the use of innovative technologies in the development of students' self-management.The range of rules and functions that help organize effective self-management are identified and problems that hinder the achievement of certain goals are given.

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Zhyrska, H. Ya, Ye S. Bila, and V. M. Shkirynets. "FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF NATURAL SCIENCES." Innovate Pedagogy, no. 39 (2021): 38–45. http://dx.doi.org/10.32843/2663-6085/2021/39.7.

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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS OF SCIENCES AT UNIVERSITY: SIGNIFICANCE, READINESS, EFFECTIVENESS AND CAREER ASPECTS." Journal of Baltic Science Education 15, no. 6 (December 15, 2016): 746–58. http://dx.doi.org/10.33225/jbse/16.15.746.

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Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive. Key words: qualitative research, scientific research activity (SRA), teacher education, university students.

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Prada-Núñez, R., E. T. Ayala, and W. R. Avendaño-Castro. "Competences of teachers of natural-physical sciences. An analysis from the perception of the students." Journal of Physics: Conference Series 1674, no. 1 (December 1, 2020): 012020. http://dx.doi.org/10.1088/1742-6596/1674/1/012020.

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Abstract This article arises as a proposal in view of the need to evaluate the scientific competences promoted by teachers of the subject of physics at the level of basic secondary and secondary technical education. A valid questionnaire was designed from the application of scalar analysis, factorial analysis and content analysis, which is composed of 49 items evaluated by means of a Likert scale with five levels of response. It was applied in a sample of 249 students enrolled in a public educational institution during 2019, characterized by their good results in the area of physics in state tests. The results allowed the identification of strengths in the four dimensions proposed by the Ministerio de Educación Nacional, Colombia (pedagogical, didactic, disciplinary and behavioural), in contrast with some weaknesses within which the evaluation process stands out as the one with the greatest impact, since the students state that this process is assumed by the teacher as a mechanism of pressure and control. When investigating the teachers in a complementary way, positions were determined that were totally opposite to those held by the students, then it is suggested for future research to consider both the students and the teachers as informants and a supervision of the students’ notes as the end of triangulating the results to refine the conclusions, on which future improvement plans will depend.

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Hrytsai, N. "TRAINING FUTURE TEACHERS TO USE PROJECT TECHNOLOGY IN THE TEACHING OF NATURAL SCIENCES." Ukrainian professional education, no. 7 (September 14, 2020): 28–36. http://dx.doi.org/10.33989/2519-8254.2020.7.238031.

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The article reveals the essence and significance of project technology in the teaching of natural sciences in the New Ukrainian school, actualizes the problem of training future teachers to use project technology in the teaching of natural sciences. It is determined that the project method is a learning technology focused not on the integration of factual knowledge, but on their use and acquisition of new knowledge and skills (sometimes through self-education) in the process of performing practical tasks. The article describes the features of projects and their types. Emphasis is placed on educational projects provided by the school curriculum in natural subjects (physics, chemistry, biology). It has been found that the features of project technology are action-oriented, teamwork, self-organization of students, situational orientation, correlation with real life, reliance on previous achievements of each student, their existing experience, interdisciplinary, integrity, focus on the finished product, and a certain result. The main stages of project implementation in general secondary education institutions are analyzed (initiation, work planning, project implementation, project presentation, project reflection, evaluation of results). The advantages of project technology are established: stimulation of students’ independent activity, improvement of information retrieval skills, intensification of research and creative activity of schoolchildren, provision of students’ need for self-realization and self-development, the practical significance of work results, a real result. Sciences allow them not only to acquire new knowledge, to understand the interdisciplinary links in science education, to improve design skills, but also to learn to methodically organize the project activities of pupils and perform interdisciplinary learning projects. That is, the preparation of future science teachers for the application of project technology in professional activities is a mandatory component of their professional training in a higher education institution.

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Zhytieniova, N. V. "Technologies of visualisation in the modern school (an example of natural sciences and mathematics)." All Ukrainian scientific-practical magazine Principal of School Liceum Gymnasium, no. 6 (2019): 16–23. http://dx.doi.org/10.37836/2309-7744-2019-6-2.

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The article discusses the methodological aspects of the modernization to the subjects of nature-mathematical cycle of pre-service teachers to the use of visualization technologies. The specificity of the implementation of classical didactic principles (visibility, science, systemacy and consistency, the connection of theory with practice, mindfulness and strength of learning) in the professional training of specialists in terms of the use of visualization technologies is considered. The specific didactic principles of preparing the future teacher for the use of visualization technologies are highlighted. The principle of innovation, which provides for training students to use the newest capabilities of visualization technologies in their future professional activities; the principle of aesthetics, which consists in teaching students to create didactic visual aids with a pedagogically effective use of color and typographic solutions, the laws of composition in accordance with the psycho-physiological characteristics of the child for the effective assimilation of educational material and its most attractive perception; The principle of orientation to cloud services, due to the rapid development of hardware and software, which is based on teaching students to create digital didactic visual materials using modern online tools.

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Vasile, Cristian. "Looking from the future." Journal of Educational Sciences & Psychology 11(73) (2021): 1–2. http://dx.doi.org/10.51865/jesp.2021.2.01.

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The World is changing. Science is changing, gaining more insights and discovering, systematically, some “new” ideas that are actually ancient. Health is changing by the occurrence of a pandemic, by raising anxiety and fear, and by reorganizing the importance of diseases. Education is changing from onsite relation to online classes, in which the teacher is not anymore the pillar of the class, but the laptop is. Actually, the entire human society is changing, while the entire natural world mechanisms remain the same.

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Kurdadze, I. "New School Model Approaches in Preparing Future Teacher - in Pedagogical Practice Process." Bulletin of Science and Practice 7, no. 3 (March 15, 2021): 297–301. http://dx.doi.org/10.33619/2414-2948/64/36.

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The process of preparing a future teacher is one of the most important directions in Samtskhe-Javakheti State University. Particular importance is attached to the training of teachers in the field of accuracy and natural sciences — STEM, which is a priority in Georgia today. In this process, it is very important to harmonize the approaches of teaching methodology in the teaching / learning process of students with the paradigm of the new school model, since the current process of education reform in the country is based on the introduction of a new school model project. Future teacher training programs (60 credits) must be in line with the country’s current reform processes, ensuring that future teacher training is up to date. Successful pedagogical practice will show the future teacher in practice and will allow him to understand the child’s personality, his profile and, as a result, introduce the most important aspects of development assessment to each student, according to the developing five-level system. Assessment-Single Taxonomy — In this process, it is important to have a good understanding of the target concept / perceptions of the indigenous peoples. A special task in the learning process is a challenging task, because with a well-chosen complex task, well thought out key questions and deeply analyzed accents, effectively planned learning stages, it is possible to develop deep and fundamental knowledge in the student who prepares the student for school.

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Jimenez Narvaez, Maria Mercedes. "Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences." Revista Internacional de Aprendizaje en Ciencia, Matemáticas y Tecnología 3, no. 1 (April 22, 2016): 73–80. http://dx.doi.org/10.37467/gka-revedumat.v3.250.

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ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: maria.jimenez@udea.edu.co

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Cibulskaitė, Nijolė, and Almeda Kurienė. "Development of Practical Inter-Subject Competence Application by Future Teachers of Natural Science and Mathematics." Pedagogika 117, no. 1 (March 5, 2015): 133–42. http://dx.doi.org/10.15823/p.2015.073.

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The paper tries to analyse what impact of didactics studies and pedagogical practice has on such abilities of prospective teachers as link sciences and mathematics teaching in practice. The aim of the research is to investigate the inter-subject links applying abilities of prospective sciences and mathematics teachers and to figure out characteristics of their vocational training in the context of the development of competencies to plan subject content and control teaching process. The general opinion of surveyed students was that application of inter-subject links in educational practice is important in order to engage pupils in sciences and mathematics as well as develop their creativity. Students also thought that the best way to implement links between subjects is to use problem-oriented education method which encourages pupils to both collaborate and individually solve given tasks. The research also revealed that students feel a lack of versatile readiness for science subjects’ integration in their practical work. The connection between sciences and mathematics subjects is tight. Processing of data achieved via experiments and solutions to exercises in natural science classes give sense to mathematics and enriches its learning and teaching experience. Such situation implies that more focus should be given for sciences and mathematical education of students.

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Debre, Oleksii, Nadiia Vakulenko, Anastasiia Savchenko, Larysa Lysenko, Marianna Kondor, and Alla Kis. "Training of future labor teachers and technologies to formulate key competencies among their students." LAPLAGE EM REVISTA 7, no. 3A (September 9, 2021): 385–93. http://dx.doi.org/10.24115/s2446-6220202173a1420p.385-393.

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The relevance of the study of the relationship between professional competencies of the future teacher of technology and the formation of students' key subject competencies. The study aims to determine the system of preparation of future teachers of labor education and technology. A sociological survey among 700 students of specialty 014.10 Secondary education (Labor training and technology) based on Poltava V.G. Korolenko National Pedagogical University (Ukraine). The correlation of the subject competencies defined in the standard with the professional competencies of a teacher was determined: fluency in the state language - generalization of previously learned material, ability to communicate in the native (with a difference from the state) and foreign languages - consolidation of learned material, mathematical competence - development of the ability to self-learn, competence in natural sciences, engineering, and technology - development of active listening skills, innovation - storage of large amounts of information. The practical significance of the study was the provision of recommendations on the model of formation of subject student competence through the definition of its basic principles.

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Henne, Anna, Philipp Möhrke, Lars-Jochen Thoms, and Johannes Huwer. "Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework." Education Sciences 12, no. 5 (May 18, 2022): 356. http://dx.doi.org/10.3390/educsci12050356.

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Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a university course based on DiKoLAN which promotes the digital competencies of science teachers. As an example, the learning module Data Processing in Science Education is presented, and its effectiveness is investigated. For this purpose, we used a questionnaire developed by the Working Group Digital Core Competencies to measure self-efficacy, which can also be used in the future to promote digital competencies among pre-service teachers. The course evaluation showed a positive increase in the students’ self-efficacy expectations. Overall, the paper thus contributes to teacher education by using the course as a best-practice example—a blueprint for designing new courses and for implementing a test instrument for a valid evaluation.

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Honcharuk, Vitalii, Nataliia Hnatiuk, and Olena Zadorozhna. "Ecological Training of Future Natural Sciences Teachers in Higher Education Institutions Abroad." Comparative Professional Pedagogy 8, no. 3 (September 1, 2018): 37–43. http://dx.doi.org/10.2478/rpp-2018-0039.

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Abstract The problem on ecological training of future natural sciences teachers in Ukrainian and foreign higher education institutions was comparatively analyzed. Novel approaches to ecological education based on the systemic and personality-oriented learning were considered. The forms and methods used to promote ecological education of the individual in Ukraine and abroad were outlined. The studies of individual scholars on the foreign experience in creating an ecologically rational research and educational environment in the UK, Germany, the USA, Moldova and other countries were justified. It was indicated that West European countries created relevant conditions for transforming a model of humanistic education into an eco-humanistic one since it should be considered as a wide-scale educational achievement. It was found that the education process in British universities was targeted at ecological education organization and focused on its practical aspect, namely ecological environment preservation. In the country, there is a national system of ecological education aimed at eliminating the negative effects of the industrialization and the progress of science and technology. The education process in this country employs the forms and methods, which promote ecological education of the individual such as observations, discussions, laboratory work, fieldwork, presentations, etc. In some German universities, considerable attention is paid to regulating the negative changes in nature and mastering the skills for their prevention and elimination. Although there is no a federal standard for ecological education in the USA, it is mandatory in many states and considered not as an abstract phenomenon, but a concrete regional activity. In the country, they also conduct numerous researches on regional ecological problems and actively search for the ways to solve them. It was concluded that the foreign research and educational environment aims to discover the ways to optimize the knowledge of the relationship between man and nature and protect and preserve the environment.

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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.

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Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.

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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "NATURAL SCIENCE UNDERSTANDING AND MATHEMATICAL ABILITIES EDUCATION USING THE PROJECT MaT2SMC DIDACTIC MATERIAL." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (April 15, 2016): 59–69. http://dx.doi.org/10.48127/gu/16.22.59.

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Natural science and mathematics are closely related. Natural sciences investigate natural phenomena, which are described by mathematical equations and relationships, mathematical models of natural phenomena are created. The same concepts, logical thinking tools, analysis, experimentation, etc., are used both in mathematics and natural sciences. However, very often the students see mathematics and natural sciences as completely different subjects, and very often it is impossible the lessons learnt of one subject to apply to another. Therefore, it is necessary to interrelate the knowledge of these subjects so that the pupils can form knowledge systems, they can understand that what they learn at school is the whole, not a collection of separate, single, unrelated facts. The pupils should also understand not only what unites, but also what separates natural sciences and mathematics: natural science research object is material world, whereas mathematics investigates abstract laws, irrespective of whether they have the meaning in the material world. The teachers often work individually, there is little of integrated activity. A little wider and deeper cooperation is noticed in natural science teachers’ group. One of the project MaT2SMC tasks is to prepare didactic material, adjusted to cooperative teaching (Math&SE). Therefore, the international natural science and mathematics scientist team prepared teaching/learning material, which is useful both for mathematics and natural science teachers. The material is prepared, seeking to increase the competencies of both subjects at the same time, giving a possibility for interdisciplinary teaching and cooperation between natural science and mathematics teachers, which appears from common lesson planning and teaching teamwork. This material was approved in various countries and analysed by two project experts. The material was piloted in seminars, in which mathematics and natural science pedagogues, students – future teachers and pupils participated. The feedback showed, that the given approach to mathematics and natural science education is a successful way for the creation of positive atmosphere during the teaching process. Teachers and pupils are naturally involved into the investigated problem, they become more open for communication. Key words: integrated activity, interdisciplinary teaching, knowledge systems, science education.

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SOHOKON, O., Ye SHOSTAK, and O. DONETS. "INTRODUCTION OF INNOVATIVE APPROACHES TO NATURAL SCIENCE AND PRACTICAL-PROFESSIONAL TRAINING OF FUTURE PHYSICAL EDUCATION TEACHERS." Pedagogical Sciences, no. 78 (December 29, 2021): 72–82. http://dx.doi.org/10.33989/2524-2474.2021.78.249818.

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This article analyzes and characterizes innovative approaches used in training of future physical education teachers. Modernization of education enhances the training and education of a specialist of high quality and competence, who is capable of creating knowledge and finding the ways of self-accomplishment in the conditions of continuous integration of Ukraine into the European educational space. Strengthening of young people health potential, providing a differentiated approach to different age groups of children, foreseeing their needs and motivation for physical development and self-improvement depend on a physical culture specialist.We have developed an integrated system of medical and biological education as well as revealed the ways to implement the principle efficient combination theoretical knowledge and practical implication. Professional and practical, humanitarian and socio-economic training occupies a prominent place in the modern training of future physical culture specialists. This issue defines the value of professional activity. Thus, we made an attempt to construct the content of integrated natural science subject and built a thorough logical and didactic structure which will assist to support knowledge advancement in accordance with the new achievements of the disciplines of the natural science cycle; it also strengthens the relationship between the fundamentals and professional education targets; ensures variability and alternativeness, humanization and democratization of the educational process; boost the improvement of natural science education and establish a sustainability of sports-specialized training. This study identifies the main directions, factors, indicators and criteria for intensifying student learning while using innovative and information and communication technologies.This study is based on current modern ideas of philosophical interpretation of human values in the context of vocational education, education of a healthy generation which actualizes the humanitarian significance of natural sciences and opens wide opportunities for interdisciplinary and transdisciplinary integration in training and achieving high sports results. We have proved the effectiveness of scientific and professional-pedagogical competence which is provided by creating an innovative educational environment. This environment is characterized by openness and autonomy, information availability and integration, flexibility and synchronization, multi-vector trajectory and creativity. Due to the use of innovative approaches in the training of future physical education teachers’ cognitive activity, creative thinking and professional curiosity, innovative technologies of physical education are mastered much better, and what is most important, the professional competencies of natural science teachers, teachers-innovators are developed. We have proved that the concept of training new types of physical culture specialists requires mastering the multi-cycle creative work activity when a teacher starts finding new principles and ideas to develop and implement new technologies based on maximum of variations of ways for processing knowledge and its practical implementation. We recommend that physical culture program should be taken into account in the aspect of its correlation with previous and subsequent disciplines while planning the educational process in secondary education. Furthermore, it is relevant to adjust the content of the discipline being studied in order to prevent educational material from coping and repeating. The integrative approach is the most predictable and necessary, we will see the solution of the problem of integration in a close combination of natural science with sports-specialized training. Natural science disciplines should include professionally target knowledge, be focused on teaching methods and education. This approach assimilates professionally target disciplines through the principle of joining theory with practice, thus boosting knowledge in professional and pedagogical activities.

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Lamanauskas, Vincentas. "BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”." Natural Science Education in a Comprehensive School (NSECS) 26, no. 1 (November 15, 2020): 4–13. http://dx.doi.org/10.48127/gu/20.26.04.

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Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.

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Melnik, Eleonora. "NATURAL SCIENCES AS BASIS FOR DEVELOPMENT OF PATRIOTISM AMONG SCHOOL-LEARNERS: PEDAGOGICAL ORIENTATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 2 (June 25, 2011): 4–7. http://dx.doi.org/10.48127/gu-nse/11.8.04a.

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The need in development of patriotism among European countries’ citizens have objective (environmental changes, ecological and economic crisis, migration process, unequal distribu-tion of labour force) and subjective reasons that is developmental peculiarities of person’s subjective features (personal ambitions, national identity, connections with nature and other people). These reasons determine paths of patriotism development in each country. Patriot-ism in the meaning of “attachment of people (person) to their place of birth, place of living and its’ arrangement” is one of the most adequate phenomena in contemporaneity. Natural sciences research natural habitat of people and their cultural peculiarities. The use of innova-tive approach to understanding of “patriotism” in this context will provide reconstruction of fading feelings, attitudes and actions in the environment in person’s consciousness, it will also help to encourage them to create prosperous material and spiritual living conditions in their place of birth and in the place where they live and will live in the future. Natural sciences can act as basic sciences for school-children helping them to study the nature of their place of living. Educational standards of different countries include “Environmental study” in the ed-ucational programme of elementary school. The content of this school subject consists of two components - natural sciences (revealing characteristics and conditions of the environment) and social sciences (giving the reason for creating person’s relationships with the environ-ment). Using this integrative approach the teacher provides complex study of the word and person in all his or her diverse connections for elementary school children. Key words: natural science education, patriotism, pedagogical orientation.

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Bartnicka, Kalina. "„Studium wolne” a zagadnienie kształcenia nauczycieli szkół średnich na Uniwersytecie Warszawskim w okresie II Rzeczypospolitej." Kwartalnik Pedagogiczny 62 (October 16, 2017): 86–111. http://dx.doi.org/10.5604/01.3001.0010.5300.

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In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.

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Siaska, I. O. "Didactic principles of formation of ecological competency of future teachers of natural sciences." Pedagogical sciences reality and perspectives 2, no. 72 (2019): 188–92. http://dx.doi.org/10.31392/npu-nc.series5.2020.72-2.40.

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Siaska, Inna. "CONCEPTUAL MODEL OF FORMATION OF ECOLOGICAL COMPETENCY OF FUTURE TEACHERS OF NATURAL SCIENCES." Polonia University Scientific Journal 41, no. 4 (2020): 71–79. http://dx.doi.org/10.23856/4109.

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Berisha, Fatlume. "Chemistry Education in Kosovo: Issues, Challenges and Time for Action." Center for Educational Policy Studies Journal 10, no. 1 (March 20, 2020): 125–44. http://dx.doi.org/10.26529/cepsj.728.

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Although several reforms have shifted the direction of education, a debate on the strengths and limitations of science education in Kosovo has not yet been initiated. The present article analyses the development of chemistry education in Kosovo and encourages questions that could shape science education practices in general. In particular, the article analyses the pre-university chemistry curriculum in Kosovo over the years, as well as examining chemistry teacher education programmes. The analysis is based on descriptive research of data and document analysis. The multidimensional analysis of the issues and challenges of chemistry education will provide recommendations for future research on chemistry education and chemistry teaching practices in order to make chemistry education and the pre-university chemistry curriculum relevant to the context of Kosovo. As pre-university education curricula, especially the curriculum for the natural sciences, and the preparation of both pre-service and in-service teachers in Kosovo are considered challenging, a firm conclusion for actions has not been reached. Nevertheless, the article seeks to spark a debate in the field.

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Hnatiuk, V. "PROFESSIONAL TRAINING OF THE FUTURE TEACHER OF BIOLOGY, FUNDAMENTALS OF HEALTH AND TEACHER-REHABILITATOR IN CLASSES IN THE DISCIPLINES OF NATURAL SCIENCE." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 73 (2020): 215–18. http://dx.doi.org/10.32840/1992-5786.2020.73-1.41.

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ВАЛЬКО, НАТАЛІЯ. "АНАЛІЗ ТА ПЕРСПЕКТИВИ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІНТЕГРОВАНОГО КУРСУ “ПРИРОДНИЧІ НАУКИ”". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (2019): 170–78. http://dx.doi.org/10.31494/2412-9208-2019-1-2-170-178.

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У роботі представлено аналіз чотирьох освітніх програм підготовки вчителів природничих дисциплін закладів вищої освіти. Введення нової спеціалізації в освітню галузь “014 Середня освіта” потребує вивчення питання про розробку освітніх програм навчання майбутніх вчителів природничих дисциплін і запровадження інтегрованих курсів вивчення біології, фізики та хімії. Нами проведено аналіз характеристик та сучасного стану введення освітніх програм в освітній процес. Також зроблено аналіз нормативної бази, яка регламентує роботу вчителя. У статті розглянуто рамку складових професійної діяльності вчителя з точки зору кваліфікаційних характеристик. Проаналізовані професійні стандарти і кваліфікаційні характеристики дозволили зробити висновок про відповідність освітніх програм нормативним документам і сучасним вимогам до професійної діяльності вчителя. Проведений аналіз чотирьох освітніх програм за розділами. Це дозволило порівняти перелік їх компонент та логічну послідовність курсів, визначити їх спільні й відмінні риси. Було встановлено наявність інтегративної складової кожної програми та їх відповідність формуванню фахових компетентностей майбутніх учителів. Використання технології проблемно-орієнтованого навчання дозволяє сформувати предметні компетентності відповідно до основних предметів: фізика, хімія, біологія, природознавство. Предметні компетентності з природознавства є інтегрованого складовою курсу. В їх основу покладено формування цілісності уявлень про природу, використання природничо-наукової інформації на основі оперування базовими загальними закономірностями природи. Зроблено класифікацію інтегрованих курсів на основі характеру взаємозв'язків між дисциплінами і ступеня їх інтегрованості. Встановлено наявність інтегрованих компонент у переліку освітньо-професійної/наукової програми і їх відповідність класифікації інтегрованості курсів. Також визначено дисципліни впливу на формування інтегрованих компетентностей майбутніх вчителів інтегрованих курсів природничих наук. Ключові слова: STEM-освіта, освітні програми, міжпредметні зв'язки, міждисциплінарність, майбутні вчителі, природничо-математичні науки, інтегрований курс.

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KRAVCHENKO, L. M., та N. V. KRAVCHENKO. "ШЛЯХИ ФОРМУВАННЯ STEM-КОМПЕТЕНТНОСТЕЙ ЗДОБУВАЧІВ ПРИРОДНИЧОЇ ОСВІТИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (4 жовтня 2021): 247–54. http://dx.doi.org/10.31494/2412-9208-2021-1-2-247-254.

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The urgency of the topic is due to the shortage of specialists in science-intensive and high-tech industries in the Ukrainian and world labor markets. It is emphasized that in the opinion of the world community the introduction of STEM education is a quick and effective way to solve the problem, but in the Ukrainian educational space, there is a problem of teacher training who is aware of his social responsibility and is able to achieve new pedagogical goals. The purpose of the work is to study and determine the ways of formation of STEM-competencies of natural education applicants. The paper considers the main directions of the strategy of building the educational process in order to implement the tasks of STEM-education and ways of forming STEM-competencies of natural education students, emphasizes the need to modernize scientific and methodological training of future teachers of natural education that provides for the change of traditional approaches to the organization of the educational process in institutions of higher pedagogical education to an innovative, radical revision of existing models of education, educational professional programs, methods of teaching. The stages of the introduction of the STEM-approach taking into account the sensitive periods of human development (“windows of opportunities”) are analyzed. The importance of interuniversity, regional and international contacts of teachers and students, regular exchange of experience at seminars, conferences and symposia, exchange of students, graduate students, teachers, implementation of joint projects, research programs are emphasized. Key words: STEM-education, STEM-competencies, natural education, soft skills, innovative learning technologies.

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Jumadillayevа, А., K. Jumadillayev, Z. Jakupova, and A. Kozybay. "METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 190–93. http://dx.doi.org/10.51889/2020-1.1728-7901.32.

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The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.

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Bilyk, Valentyna, Olena Matvienko, Oksana Zinko, Solomiia Hanushchyn, and Kateryna Vasylenko. "Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education." Postmodern Openings 12, no. 1Sup1 (April 29, 2021): 323–34. http://dx.doi.org/10.18662/po/12.1sup1/288.

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In conditions of post-pandemic reality, the creation of optimal psychological and pedagogical conditions for the formation of future specialists, raising the level of their professional training, socialization and adaptation to work in the work collective requires appropriate psychological support, the development of cognitive and psychological support technologies for the constructive implementation of practical social psychological assistance in the pedagogical process, as well as the use of modern cognitive-psychological approaches by teachers, the development of psychological recommendations on the style of pedagogical impact and the like.The article highlights the important socio-psychological conditions for preparing a future teacher for socio-pedagogical activity in the context of post-pandemic realities. The necessity of using cognitive psychology technologies in the process of forming professionally speaking competencies of future psychologists and their speech culture in the process of professional speech training is substantiated. The technologies and conditions for the organization of the pedagogical process for the preparation of future practical psychologists who have undergone changes as a result of recent events related to the implementation of the educational process in a remote mode are described. The structure of the seminar on the basics of speech competence of a psychologist is presented as a result of using a dialogical approach in the system of professional training at a university.In our opinion, the materials in this article will be of interest to educators, practical psychologists, and social educators of the vocational education system, since they will help not only better understand the psychological characteristics of the professional and personal development of future specialists, but also constructively solve the urgent problems of their professional training.

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Khaletska, K. V. "INNOVATIVE DIRECTIONS OF DEVELOPING FORESIGHT COMPETENCY OF FUTURE TEACHERS OF MATHEMATICS AND NATURAL SCIENCES." Innovate Pedagogy 2, no. 29 (2020): 120–23. http://dx.doi.org/10.32843/2663-6085/2020/29-2.24.

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Nuangchalerm, Prasart, R. Ahmad Zaky El Islami, and Parichart Prasertsang. "Science Attitude on Environmental Conservation of Thai and Indonesian Novice Science Teacher Students." International Journal of STEM Education for Sustainability 2, no. 2 (July 30, 2022): 148–55. http://dx.doi.org/10.53889/ijses.v2i2.62.

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World is now rapidly changed by human activities that effect to environment and all of us. Process and product of science and technology transformed our knowledge and way of life to modern society. Local knowledge and scientific knowledge are related to means of co-learning space. Science education should play its importance roles and goals to use science and technology for sustainable development. The aim of this study was to compare Thai and Indonesian novice science teacher students in science attitude on environmental conservation based on local wisdom of Baduy’s society. The subjects were 95 of Thai and 71 of Indonesian novice science teacher students. They were asked indigenous knowledge for preserving natural resources and community practices. Attitude on environmental conservation is explored and explained through the scientific literacy test. The results showed that mean score of Thai novice science teacher students had better than Indonesian movice science teacher students and significantly differences at .05 level of statistics. Need future studies which concern to improve science attitude and scientific literacy in the teacher education program.

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