Використання кейс-методу при формуванні дослідницької компетентності майбутніх учителів біології
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Дата
2017
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкрито досвід використання кейс-методу як ефективної умови формування дослідницької компетентності майбутніх учителів біології у процесі викладання природничих дисциплін. Зазначено переваги методу кейсів та труднощі його застосування на лекціях, лабораторних і практичних заняттях, під час польової практики. Наведено приклади кейсів із вікової фізіології та шкільної гігієни, екології людини та зоології. У перспективі планується перевірити ефективність кейсметоду під час проходження студентами польової практики з зоології.
The article is devoted to the peculiarities of implementation of case-method as one of the most interactive methods in higher education practice. Particularly the article describes the experience of case-study usage as an effective condition for the formation of research competence of the future biology teachers in the process of teaching natural sciences. According to the results of the survey conducted among biology teachers case-method is used by 11,5 % respondents only. The survey among final-year students shows similar results - as only 15,8 % future biology teachers are ready to implement case-study method at their lessons. The reasons of lack of case-study implementation while teaching natural sciences in higher educational establishments are analyzed in this article and represented together with the possible solutions of this problem. The definition of case-study method is given in the article. The initial stages and peculiarities of case-method's implementation are shown and generalized: the rules of method creation, the algorithm of its usage and evaluation of students' work. The role of a teacher as a tutor while implementing the case-method is determined separately. Different classifications of cases are given in the article as well as main peculiarities of research cases. It is ascertained that the usage of case-method in educational process is favorable to the development of the complex of research features and abilities: orientation in the informational space, self-sufficiency while organizing and conducting an experiment, presenting the results of own researches, usage of acquired knowledge and skills in typical and non-typical professional conditions, the ability to work in the team etc. The advantages of case-method as well as the difficulties of its implementation in the studying process are stated. The examples of cases in age physiology, school health, human ecology and zoology are given. In prospect is trying-out of the effectiveness of case-study method in the process of students' field practice on zoology.
The article is devoted to the peculiarities of implementation of case-method as one of the most interactive methods in higher education practice. Particularly the article describes the experience of case-study usage as an effective condition for the formation of research competence of the future biology teachers in the process of teaching natural sciences. According to the results of the survey conducted among biology teachers case-method is used by 11,5 % respondents only. The survey among final-year students shows similar results - as only 15,8 % future biology teachers are ready to implement case-study method at their lessons. The reasons of lack of case-study implementation while teaching natural sciences in higher educational establishments are analyzed in this article and represented together with the possible solutions of this problem. The definition of case-study method is given in the article. The initial stages and peculiarities of case-method's implementation are shown and generalized: the rules of method creation, the algorithm of its usage and evaluation of students' work. The role of a teacher as a tutor while implementing the case-method is determined separately. Different classifications of cases are given in the article as well as main peculiarities of research cases. It is ascertained that the usage of case-method in educational process is favorable to the development of the complex of research features and abilities: orientation in the informational space, self-sufficiency while organizing and conducting an experiment, presenting the results of own researches, usage of acquired knowledge and skills in typical and non-typical professional conditions, the ability to work in the team etc. The advantages of case-method as well as the difficulties of its implementation in the studying process are stated. The examples of cases in age physiology, school health, human ecology and zoology are given. In prospect is trying-out of the effectiveness of case-study method in the process of students' field practice on zoology.
Опис
Ключові слова
кейс-метод, інтерактивні методи, компетентнісний підхід, дослідницька компетентність, майбутні вчителі біології, професійна освіта, case-study method, interactive methods, competence approach, research competence, future biology teachers, professional education
Бібліографічний опис
Пташенчук, О. Використання кейс-методу при формуванні дослідницької компетентності майбутніх учителів біології [Текст] / О. Пташенчук // 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. – № 3 (67). – С. 82–96.