Abstract
The huge computational resources of the modern computers are used mainly to solve the problems arising in various applied spheres during mathematical modeling of real objects. These issues are researched in computational informatics. A would-be informatics teacher must have knowledge of it, master the methods of numerical modeling, and be able to teach it to schoolchildren, broadening their knowledge about the possible spheres of using a computer. The informational-computational competence, manifested as the ability and preparedness of a would-be informatics teacher to solve computational problems on a computer and to teach schoolchildren to do it, is one of the most important components of their professional competence. To identify the structure and content of the informational-computational competence of a would-be informatics teacher and to develop the methodology of their training in the sphere of computational informatics ensuring its development. Competence and context approaches to education are used, as well as the concept of funding pedagogical education, as the most effective approaches to developing the informational-computational competence of a would-be informatics teacher. The research result is the structural-logical model of the development the informational-computational competence of a would-be informatics teacher during their training in the sphere of computational informatics and the teaching methodology developed on its basis. Implementation of the proposed methodology in teaching computational informatics can provide a would-be informatics teacher with the necessary knowledge and facilitate the development of the informational-computational competence.
Highlights
Computational informatics is one of the fields of information science comprising the issues related to research and computer implementation of computational algorithms, applied software for computational problems and methodology of numerical simulation of processes and phenomena (Ilyin, 1991)
Among the basic standard tasks of informational-computational activity, for which a wouldbe informatics teacher must be prepared, one should note solving and teaching to solve computational problems on a computer; ability to choose an optimal numerical method and a software medium for its implementation; building a system of tasks aimed at forming the informational-computational competence in schoolchildren and the ability to assess the degree of its development
The informational-computational competence of an informatics teacher logically combines the fundamental knowledge in the field of computational informatics, preparedness and ability to apply them in practice when solving and teaching to solve computational problems using modern digital technologies
Summary
Computational informatics is one of the fields of information science comprising the issues related to research and computer implementation of computational algorithms, applied software for computational problems and methodology of numerical simulation of processes and phenomena (Ilyin, 1991). In the era of supercomputer, cluster systems and multicore processors, it occupies a special place within informatics, as the most powerful computers are still used to solve the problems arising in various applied spheres in the course of mathematical modeling of actual phenomena and processes (Lapchik et al, 2006) An evidence of this is today’s achievements in solving such important tasks atomic, space, economic ones, which would have been impossible without computers and numerical methods. The use of a computer in solving such tasks and the ability to correctly interpret the obtained results require deep understanding of both the computational task to be solved and the selected method for solution It requires the knowledge of mathematical modeling and computational experiment methodology, as well as the theoretical principles of numerical calculation algorithms, including precision of number presentation in computer memory (Bidaybekov & Kamalova, 2007)
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