Abstract
The article establishes the compliance of the current growth of the scope and limits of scientific knowledge of the proper representation of the scale of the objects of the material world (OMW) with the principles and ideas of scientific education. It is shown that the scale of measurements of OMW belonging to micro-, nano-, macro-, megaworld, the universe as a whole is a scientific and socio-cultural phenomenon with its own cognitive history of creation, which should be taken into account as a feature of its understanding in scientific education. It was determined that scientific education as a modern European educational model focuses on the content component, which is based on the implementation of the principles of scientific education, the use of "great ideas of science" in combination with the history of their development, in accordance with the general didactic principle of scientificity. The "great ideas of science" defined in science education use generalized large-scale ideas about OMW. It is proved that the understanding of the key principles and "great ideas of science" defined in scientific education as an educational model is actualized by the didactic possibilities of the representation of the scale of OMW parameters. The didactic possibilities of using representations of the scale of OMW parameters have a potential focus on: updating the principles and "great ideas of science" in science education; diversification of symbolic forms illustrating the unity of size measurements, properties and limits of recognizability of the observed OMW in the universe; generalization of the system outlook of students concerning the scientific picture of the world; formation of the ideas about the nano-, micro-, macro-, and megaworld as key links of a single cause-and-effect relationship of the phenomena of the universe; emotional saturation of pupils' and students' perception of the "great ideas" of scientific education.
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