Abstract
The article presents the integrated course “The History of Science and Technology” developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students’ progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course “The History of Science and Technology” and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as “The History of Mathematics”, “The History of Physics”, “The History of Computer Science” were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students’ educational and cognitive activity in the process of introducing new material (76 %); solving problems referring to history during lectures, seminars and doing homework (62 %); doing individual tasks by students (56 %). The efficiency of the course “The History of Science and Technology” is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course “The History of Science and Technology” provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.
Highlights
The globalisation in modern society has radically changed the content and structure of contemporary scientific knowledge
Teachers were encouraged to express their views on the possibility of introducing “The History of Science and Technology” course for future teachers instead of separate courses “The History of Mathematics”, “The History of Physics”, “The History of Computer Science” and to identify the factors that, in their opinion, have the greatest influence on preparation for future pedagogical activity
As compared to the courses “The History of Mathematics”, “The History of Physics” and “The History of Computer Science”, the integrated course in “The History of Science and Technology” has significant advantages: firstly, it enhances the level of general culture and acquisition of relevant professional competences of future mathematics teachers; secondly, the course ensures the formation of a coherent scientific worldview of students, provides them with universal knowledge and skills that will contribute to the introduction of the elements of STEM – education by understanding the development of past and present achievements of mankind; and, the course can be introduced to students of several specialities
Summary
The globalisation in modern society has radically changed the content and structure of contemporary scientific knowledge. In Ukraine, the course “History of Mathematics” is one of the constituents of the professional training of mathematics teachers It is taught at classical and pedagogical universities. The necessary basis for teaching the integrated course in history of mathematics is the preliminary mastery by students the following basic mathematical disciplines as algebra, geometry, mathematical analysis, probability theory, etc. For this particular reason, the course is taught to senior students
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