Pedagogical concept “Science Education”

- Бабійчук, С.М. (orcid.org/0000-0001-6556-9351) (2020) Pedagogical concept “Science Education” Освітній дискурс, 5 (23). pp. 14-21. ISSN 2522-9699

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Abstract

Urgency of the research. The term "science education" has been used in pedagogical literature for more than 120 years. In the field of Ukrainian pedagogical practice, the term is not widespread and has not have common and coordinate interpretation, nevertheless elements of science education are actively used through the organization of pupils’ research activities, and through the law "On Education". One of the most important practices of using the concept is the system of the Junior Academy of Sciences of Ukraine, which has many years of experience in this field, and for which in 2017 it received the status of UNESCO Center 2 with the strategic goal of developing science education in Eastern Europe and other countries. Target setting. Since the term "science education" is still new in Ukrainian pedagogy, we consider it necessary to generalize the existing approaches to the interpretation of this concept, and determine some commonly used terms of this pedagogical concept. Actual scientific researches and issues analysis. In the article we have been described the most cited foreign works concerning the science education terms – William F. Mccomas, Susan Carey, Rodger W. Bybee. As well as existing publications in Ukrainian publications, in particular by Yuri Hotsuliak and Maxim Halchenko, Stanislav Dovgyi, Denis Svyrydenko, Victoria Nebrat and Svitlana Babiichuk, as well as Natalia Polikhun, Irina Slipukhina, Igor Chernetskyi and Lilia Hrynevych. The research objective. To generalize the approaches to the interpretation of the term "science education" and to substantiate the author's understanding of the term. The statement of basic materials. In the article, we have been considered some approaches to understanding the term "science education", both foreign and domestic authors. Have been substantiated own understanding of the term, based on the experience of the Junior Academy of Sciences of Ukraine also. Have been described the most commonly used terms of science education and delimited their semantic field. Conclusions. The pedagogical concept of science education has been formed and is actively developed as the response to the challenges of the everchanging and ever-increasing information-technological environment of human existence. Experts of the World Economic Forum believe that in the near future more than a third of the required professional skills will change. Given this, one of the biggest challenges facing to education is to prepare students for these changes, pupils who be able to think critically and create new solutions.

Item Type:	Article
Keywords:	science education, research activity, scientific type of thinking, science literacy.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 001 Science and knowledge in general. Organization of intellectual work > 001.9 Dissemination of ideas Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
Divisions:	Institute of the gifted child > Giftedness Development Projection Department
Depositing User:	Артур Борисович Кочарян
Date Deposited:	17 Oct 2022 10:58
Last Modified:	17 Oct 2022 10:58
URI:	https://lib.iitta.gov.ua/id/eprint/729414

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