Methodological basis for ecological knowledge development in future teachers in the chemistry education process at HEIs

Abstract

Relevance. The relevance of this article lies in the fact that today's world changes rapidly, and the issue of the formation of a culture of ecological knowledge is becoming increasingly important, which allows a person to realise unity with the surrounding world, to educate a person in a rational attitude to nature. In such circumstances, every resident of the Republic of Kazakhstan should be ecologically educated in order to correctly understand the complexity of relations between man and nature. For this purpose, higher educational institutions are obliged to prepare qualified future teachers of chemistry with sufficient formation of ecological knowledge, so a teacher could bring to pupils of comprehensive schools the necessary information for them to understand the ecological situation in the world. Purpose. The aim of this article is a theoretical substantiation of the formation of methodological bases of ecological knowledge in future chemistry teachers in the process of chemistry education in universities of Kazakhstan. Methodology. Logical analysis, research of teachers' progressive experience, formalisation, and pedagogical experiments have been used as methods of research. Results. This article highlights the issues of parsing the methodological foundations that will be able to satisfy the current demands of training chemistry teachers in the process of teaching in universities of the Republic of Kazakhstan. Conclusions. The practical significance of the research on “Methodological bases for ecological knowledge development in future teachers in the chemistry education process at higher education institutions” is that the information analysed in the article can be applied by teachers and specialists of higher education institutions of the Republic of Kazakhstan when compiling manuals on natural science disciplines and methodological recommendations for future teachers of chemistry.