Дослідницько-орієнтоване навчання біології в сучасній загальноосвітній школі
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Стаття присвячена дослідницькому підходу в біологічній освіті. Мета статті – визначити особливості організації дослідницько-орієнтованого навчання біології в загальноосвітній школі. Автором розкрито сутність дослідницького методу навчання, описано історію його становлення, проаналізовано досвід дослідницько-орієнтованого навчання в зарубіжних країнах. Схарактеризовано технологію навчання як дослідження. Наведено переваги й недоліки дослідницько-орієнтованого навчання, акцентовано на недостатньому його впровадженні в загальноосвітніх школах України. Перспективи подальших наукових пошуків полягають у розробленні дослідницьких завдань з біології для школярів основної та старшої школи.
The article is devoted to research approaches in the biology education. The relevance of the study is due to the needs of increasing the quality of science education in Ukraine. The purpose of the article is to determine the particular organization of research-oriented biology education and its application in schools. The methods of research are: analysis of domestic and foreign scientific and educational literature, comparison, analysis of the practice of training the future biology teachers in the Universities, generalization and systematization of the results. The author reveals the essence of the research approach and research method. We describe the use of research methods in the history of teaching methods of natural science of biology, analyze the methodological views of B. Raikov, K. Yahodovskii, O. Buldovskii and other scientists. Research method is considered by the scientists-methodologists to be one of the priorities in teaching the biology. The essence of the research method is that students acquire knowledge not by the teacher’s words but during the separate searching activity. The student is in the place of the researcher and has an opportunity to draw conclusions that are based on their own experiences and observations. The experience of research-oriented education in foreign countries has been analised. The inquire-based education is quite common in the science education of the United States and European countries (Czech Republic, Slovakia, and Poland). The ability to research activity is one of the key competences that is necessary to form in a secondary school. The main feature of student’s research ability is a subjective discovery of new knowledge. However, the survey of practicing educators determined that the research-oriented biology education in the secondary school is used enough. According to the research approaches we consider education as a learning model of science. The author describes research technology, indicates the main stages, describes the methodology of the study, compares it with the traditional methods of teaching. The author has found out that the inquire-based biology education contributes to the quality of science education by systematizing the knowledge of students to form their critical thinking and research skills to solve problems. The article presents the advantages and disadvantages of the research-based studing. The proposals for implementing the inquire-based biology education in schools have various types. The prospects for further researches are seen in developing the biology research tasks for the secondary school students
The article is devoted to research approaches in the biology education. The relevance of the study is due to the needs of increasing the quality of science education in Ukraine. The purpose of the article is to determine the particular organization of research-oriented biology education and its application in schools. The methods of research are: analysis of domestic and foreign scientific and educational literature, comparison, analysis of the practice of training the future biology teachers in the Universities, generalization and systematization of the results. The author reveals the essence of the research approach and research method. We describe the use of research methods in the history of teaching methods of natural science of biology, analyze the methodological views of B. Raikov, K. Yahodovskii, O. Buldovskii and other scientists. Research method is considered by the scientists-methodologists to be one of the priorities in teaching the biology. The essence of the research method is that students acquire knowledge not by the teacher’s words but during the separate searching activity. The student is in the place of the researcher and has an opportunity to draw conclusions that are based on their own experiences and observations. The experience of research-oriented education in foreign countries has been analised. The inquire-based education is quite common in the science education of the United States and European countries (Czech Republic, Slovakia, and Poland). The ability to research activity is one of the key competences that is necessary to form in a secondary school. The main feature of student’s research ability is a subjective discovery of new knowledge. However, the survey of practicing educators determined that the research-oriented biology education in the secondary school is used enough. According to the research approaches we consider education as a learning model of science. The author describes research technology, indicates the main stages, describes the methodology of the study, compares it with the traditional methods of teaching. The author has found out that the inquire-based biology education contributes to the quality of science education by systematizing the knowledge of students to form their critical thinking and research skills to solve problems. The article presents the advantages and disadvantages of the research-based studing. The proposals for implementing the inquire-based biology education in schools have various types. The prospects for further researches are seen in developing the biology research tasks for the secondary school students
Опис
Ключові слова
біологічна освіта, методика навчання біології, дослідження, дослідницький метод, дослідницький підхід, дослідницько-орієнтоване навчання, методи навчання, технології навчання, biology education, methods of teaching biology, research, research method, research approach, research-oriented teaching, inquire-based science education, teaching methods, learning technologies
Бібліографічний опис
Грицай, Н. Дослідницько-орієнтоване навчання біології в сучасній загальноосвітній школі [Текст] / Н. Грицай // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний педагогічний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова [та ін.]. – Суми : Вид-во СумДПУ імені А. С. Макаренка, 2017. – № 4 (68). – С. 177–189.