ОБУЧЕНИЕ СТУДЕНТОВ ДИСЦИПЛИНЕ «ЕСТЕСТВЕННОНАУЧНАЯ КАРТИНА МИРА»: МЕТОДОЛОГИЧЕСКИЙ АСПЕКТ

Abstract

Problem and purpose. The topical character of the problem of singling out particular methodical approaches in teaching “Natural-science Worldview” discipline, taking into account the Federal Educational Standard for Higher Education (ФГОС ВО)” in order to develop conceptual thinking in students of pedagogical universities, is substantiated in the article. Objective of the Research. Is to lend credibility to the authors» approach and to present it marking out the ways arranging structuring theoretical and practical activities of man for scientific cognition of the world. Methodology of the research is based on the logic and philosophic generalizations made by the authors while analyzing articles and monographs written on the problem under consideration and regarding the interdisciplinary complex of natural sciences (physics, biology, chemistry, etc.). This approach allows to consider the research in the following sequence: “categorical analysis of the problem → dialectical logic and the principles of dialectics → the approaches by analogy → the method of simulation → the systematic approach and theoretical concepts of concrete sciences”. At the same time the principle of fundamentalism, on the basis of which fundamental notions, such as matter, movement, interaction, space and time are singled out, is also considered. Results. The comparative analysis of the content of the academic discipline under consideration, on the one hand, and the concepts of other contemporary natural sciences, on the other, was carried out. The structural content of the system of divisions was determined, and it was found out that the core of this system is the knowledge of nature. This basic factor is presented in the form of essential notions and models of the scientific worldview. It is suggested to consider this discipline with due regard to the methodological requirements concerning scientific cognition as a system: scientific facts – hypothesis – model – consequence – experiment. It was proved that the content, the structure and the methods of material presentation must meet the requirements of dialectics a theory of cognition, on the one hand, and methodology of natural sciences, on the other. Conclusion. The authors» assignments and questions are suggested as examples which should be discussed with the students in order to shape their conceptual thinking. The development of conceptual thinking will allow the students to perceive the unified scientific worldview as a model of the world round them. This model is to be built on the basis of systematizing theories and hypotheses corresponding to a certain stage of science development. It is necessary to rely upon the concepts of a systematic approach, evolution and self-actualization.