РОЗВ’ЯЗУВАННЯ ЗАДАЧ ІЗ ПРИРОДНИЧИХ НАУК ТА АСТРОНОМІЇ ЗАСОБАМИ МОВИ PYTHON І ПОЕЛЕМЕНТНОГО АНАЛІЗУ

Abstract

The problem of activating the cognitive activity of students was significantly actualized during the implementation of the concept of a new Ukrainian school, when the social order for a competent person changed radically. One of the ways to solve the problem is to implement the method of element-by-element analysis and the introduction of computer modeling using the Python language. In the method of teaching science, this method is rarely used, although it is effective. There was a problem to consider the method of using this method in the light of the current paradigm of education and the Concept of the New Ukrainian School. The researchers compared the understanding of the concept of element-by-element analysis and generalized their holistic understanding. In the course of the research the historical-genetic, structural-logical and computer-oriented approaches were used as research methods, which are based on conditioned and logically ordered successive element-by-element actions in the formation of a competent subject of study. The methodology of this approach, which is based on the laws of modeling, Euclidean geometry, astronomy, differential calculus, physical experiment, etc., is revealed. The motivation for Newton, the impetus for the creation of his fundamental scientific works was the interest in scientific knowledge of such concepts as tides and the influence on their writing of the famous English Royal astronomer, geophysicist, mathematician, meteorologist, physicist and demographer E. Halley. They jointly and successfully used the method of element-by-element analysis of elements of knowledge of natural philosophy, the application of which led to the concept of centripetal and centrifugal accelerations, the mechanism of interaction between the planet Earth and its natural moon. On the example of element-by-element analysis and computer modeling in Python, the method of solving problems on the use of the fundamental concept of attraction is considered. Thus, the method of element-by-element analysis and computer modeling of the content of subjects, solving educational problems provides identification of structural elements of knowledge, skills, elucidation of their subordination, establishing intra-subject and possible interdisciplinary links based on the identity of elements. Element-by-element analysis determines the decision on the appropriateness of certain methods and tools of teaching. If the share of new elements of knowledge in the holistic structure of the content of education is high enough, the management of search activities of subjects of study is quite difficult and computer modeling comes to the rescue. It is concluded that further research should be continued on other fundamental integrative concepts of natural sciences.