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Abstract
The article is devoted to the analysis of scientific-methodological literature on teaching pupils the elements of nanotechnology and it is found out that the problem of determining the methodological basis for the formation of pupils’ knowledge about nanotechnology was not the object of special study. It is determined that the methodological basis for the formation of pupils’ knowledge about nanotechnology is a system of methodological approaches. The article highlights and substantiates methodological approaches (competence-based, personality-oriented, activity-based and system), which are used for the formation of pupils’ knowledge about nanotechnology in the process of teaching physics. The role of key competencies for studying and understanding nanotechnology by pupils is defined. It is shown that teaching pupils elements of nanotechnology, in turn, contributes to the formation of pupil’s key competencies. The conditions and forms of organization of educational activities of pupils in the process of teaching physics for the formation of pupils’ knowledge about nanotechnologies are defined. The features of a personality-oriented approach are highlighted, which are fundamental for the formation of pupils’ knowledge about nanotechnology. The principles of a system approach are defined, which ensure the creation of an integral methodological system for the formation of pupils’ knowledge about nanotechnologies. The article proves that only a complex combination of the analysed methodological approaches will ensure the formation of a complete system of knowledge about nanotechnology in the process of teaching physics.
Highlights
Nanotechnology is a new and promising technology of the XXI century, the basis for the transition of the economy to the sixth technological order
In order to distinguish among the existing methodological approaches, those that will contribute to the formation of pupils’ knowledge of nanotechnology in the process of teaching physics, we were guided by the following criteria:
The State standard of basic and complete general secondary education of Ukraine states that the activity-based approach is the orientation of the educational process to the development of skills and abilities of the individual, the practical application of knowledge obtained from various academic subjects, successful adaptation of a person in society, professional self-realization, the formation of abilities for collective activity and self-education (Verkhovna Rada of Ukraine, 2011)
Summary
Nanotechnology is a new and promising technology of the XXI century, the basis for the transition of the economy to the sixth technological order. In the theory and methodology of teaching physics, there are no studies concerning the methodological basis for the formation of pupils’ knowledge about nanotechnology in the learning process. The definition of basic methodological approaches to the formation of pupils’ knowledge about nanotechnology in the process of teaching physics is the basis for selecting the content, forms, methods and means of teaching. The purpose of the study: to identify and justify methodological approaches to the formation of pupils’ knowledge about nanotechnology in the process of teaching physics. In order to distinguish among the existing methodological approaches, those that will contribute to the formation of pupils’ knowledge of nanotechnology in the process of teaching physics, we were guided by the following criteria:. Taking into account these criteria, we have identified the following methodological approaches: competence-based, personality-oriented, system, and activity-based
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