Концептуальні карти як засіб удосконалення професійної компетентності майбутніх учителів біології
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Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
Статтю присвячено обґрунтуванню методичних засад застосування концептуальних карт як засобу удосконалення професійної компетентності майбутніх учителів біології. Відзначається, що існує проблема фундаменталізації професійної підготовки педагогів, забезпечення наступності та системності знань. З’ясовано, що зростаюче інформаційне навантаження можливо зменшити шляхом впровадження когнітивновізуального підходу під час формування ґрунтовних знань, наукових категорій, понять, термінів фахових дисциплін. Охарактеризовано складові, етапи побудови, критерії ефективності, дидактичне значення концептуальних карт у контексті формування компонентів професійної компетентності.
The article is devoted to the substantiation of the methodological principles of using conceptual maps as a means of improving professional competence of future biology teachers. The author notes that there is a problem of fundamentalizing professional training of teachers, ensuring the continuity and systematicity knowledge.The article analyzes the views of scientists on the problem of using conceptual maps applied in various fields of education.The purpose of the article is to substantiate the methodological principles of using conceptual maps as a means of improving professional competence of future biology teachers. It is clarified in the article that the growing information load can be reduced by implementing a cognitive-visual approach during the formation of fundamental knowledge, scientific categories, concepts, terms of professional disciplines. In our research, we have used the term «concept map» as one of the types of graphic representation of educational information, which is used to generalize and identify the relationship between the concepts of the content of the educational topic. Conceptual maps as a means of improving professional training provide students with the opportunity to independently work out the content based on the material of lectures and other educational materials. Students acquire the ability to use computer interfaces to create maps and test them in pedagogical activities. Conceptual maps reflect the degree of generalization of knowledge, namely, the systematicity of biological knowledge (biological processes, phenomena, theories, concepts, rules, laws, regularities, scientific facts), intrasubject and intersubject connections.The article characterizes the components, stages of construction, efficiency criteria, the didactic value of conceptual maps in the context of formation of the components of professional competence. The author concludes that conceptual maps are a powerful means of achieving a high level of students’ professional competence, which is also based on analytical activity, the ability to determine the structure of generalized knowledge, self-regulation and self-correction of activities.
The article is devoted to the substantiation of the methodological principles of using conceptual maps as a means of improving professional competence of future biology teachers. The author notes that there is a problem of fundamentalizing professional training of teachers, ensuring the continuity and systematicity knowledge.The article analyzes the views of scientists on the problem of using conceptual maps applied in various fields of education.The purpose of the article is to substantiate the methodological principles of using conceptual maps as a means of improving professional competence of future biology teachers. It is clarified in the article that the growing information load can be reduced by implementing a cognitive-visual approach during the formation of fundamental knowledge, scientific categories, concepts, terms of professional disciplines. In our research, we have used the term «concept map» as one of the types of graphic representation of educational information, which is used to generalize and identify the relationship between the concepts of the content of the educational topic. Conceptual maps as a means of improving professional training provide students with the opportunity to independently work out the content based on the material of lectures and other educational materials. Students acquire the ability to use computer interfaces to create maps and test them in pedagogical activities. Conceptual maps reflect the degree of generalization of knowledge, namely, the systematicity of biological knowledge (biological processes, phenomena, theories, concepts, rules, laws, regularities, scientific facts), intrasubject and intersubject connections.The article characterizes the components, stages of construction, efficiency criteria, the didactic value of conceptual maps in the context of formation of the components of professional competence. The author concludes that conceptual maps are a powerful means of achieving a high level of students’ professional competence, which is also based on analytical activity, the ability to determine the structure of generalized knowledge, self-regulation and self-correction of activities.
Опис
Ключові слова
професійна компетентність, концептуальні карти, фундаменталізація, когнітивна візуалізація інформації, концепти, поняття, майбутній вчитель, біологія
Бібліографічний опис
Генкал С. Концептуальні карти як засіб удосконалення професійної компетентності майбутніх учителів біології [Текст] / С. Генкал // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2022. – № 7-8 (121-122). – С. 34–46. – DOI: 10.24139/2312-5993/2022.06/034-046