Future Teachers Of Natural Sciences Research Articles

Методичні особливості викладання природничих дисциплін засобами емерджентно-інтегративного підходу

The article is devoted to the search for the possibilities of implementing an emergent-integrative approach to the training of future teachers of natural sciences in the process of mastering the cycle of fundamental sciences: physics, astronomy, astrophysics, cosmology, cosmogony. The possibility of one of the variants of the system-integrative approach to the structuring and study of educational material about fundamental interactions in nature and the current state of the process of combining the physical theories that describe them is substantiated. As research methods, a comprehensive analysis of scientific and methodological sources was used, in which a unified approach to solving pedagogical problems is represented, and a synthesis of the relevant research results published in scientific and pedagogical publications, with the results of the author's work on their experimental implementation in educational practice. We practice teaching the integrative content of the material about fundamental interactions in nature consistently in the form of several stages. First, the nature of all fundamental interactions, their general characteristics, comparative data on the magnitude of numerical values, manifestation of fundamental interactions (forces) in physics, astronomy, chemistry, etc. are considered. The next stage consists in determining the influence of the change in the numerical values of the world constants on the evolution of the universe. After that, modern theories are considered at a qualitative level, which try to combine all fundamental interactions into a single system (scientific picture of the world). As a result of the conducted research, the possibilities of an integrative study of the material about fundamental interactions in nature and their quantum-statistical nature have been clarified. Their fundamentally opposite properties have been determined (long-range nature of gravitational and electromagnetic interactions and short-range – weak and strong), which in combination determine the structural unity and evolution of our universe, the possibility of the existence of a plurality of other universes, the property of inexhaustible «crushing» of matter into smaller and smaller particles, thereby confirming the dialectic of unity and the struggle of opposites.

Building Readiness of Future Natural Science Teachers for Professional Activities Using Stem Tools

Aim. The aim of the study is to determine the level of readiness of future science teachers to use the STEM approach in the educational process and to develop recommendations for the integration of relevant STEM tools into the educational process of Ukraine. Methods. The study involved the following methods: the focus group method, the two-phase survey, the accompanying survey, the variable impact method, and the statistical analysis. Results. Students majoring in natural sciences are poorly prepared for the integration of STEM tools. Students of the experimental subgroup became more ready to use STEM tools and developed a more structured vision of systemic issues. Comprehensive educational courses are an effective means of preparing future teachers for the integration of STEM tools in their future activities. Conclusions. STEM approach can be effectively integrated into teaching natural sciences through comprehensive educational courses and practical activities that develop the future teachers’ skills. Virtual laboratory technologies demonstrated the greatest effectiveness. Prospects. Prospects for further research focus on the need to verify the obtained results for a wider sample of future teachers of natural sciences and other majors of higher education institutions (HEIs).

Information and digital competence development in future teachers of natural sciences using the video learning method

Information and digital competence development in future teachers of natural sciences using the video learning method

ТЕОРІЯ ЕВОЛЮЦІЙНОГО ВЧЕННЯ ТА ЇЇ РОЛЬ У ФОРМУВАННІ НАУКОВОГО СВІТОГЛЯДУ СТУДЕНТІВ В СИСТЕМІ ПІДГОТОВКИ ВЧИТЕЛІВ ПРИРОДНИЧОГО СПРЯМУВАННЯ

The article examines the importance of the educational discipline ″Theory of Evolutionary Teaching″ in the system of training future teachers of natural sciences. The role of this discipline in the formation of students’ scientific outlook is highlighted. The main part of the scientific worldview contains the views and beliefs that were formed on the basis of knowledge about nature and society and became the internal position of the individual. The theory of evolution forms scientific views and beliefs about the structure of the universe, the origin of life on Earth, the origin of man, and others. The educational and professional programs implemented in the Volodymyr Vynnychenko Central Ukrainian State University at the Department of Natural Sciences and Methods of their teaching were analyzed. These educational and professional programs present a number of general, professional competencies and program learning outcomes. Among general competencies, the ability to form a scientific worldview, development of human existence, society and nature, and spiritual culture are listed. Among the professional competences, the ability to use biological concepts, laws, concepts, teachings and theories of Biology to explain and develop students' understanding of the integrity and interdependence of living systems and organisms are mentioned; the ability to understand and be able to explain the structure, functions, vital activity, reproduction, classification, origin, distribution, use of living organisms and systems of all levels of organization; the ability to reveal the essence of biological phenomena, processes and technologies, to solve biological problems; the ability to explain to specialists and non-specialists the strategy of sustainable development of mankind and ways of solving its global problems based on a deep understanding of modern problems of natural sciences. Among the learning outcomes, it is indicated that a student knows biological terminology and nomenclature, understands the basic concepts, theories and general structure of biological science; as well he or she knows the basic laws and provisions of genetics, molecular biology, and the theory of evolution. The working program of the academic discipline and its contents were also analyzed. The structure and integration of this subject is shown, which combines such natural sciences as: genetics, molecular biology, biochemistry, ecology, paleontology, morphology, systematics, embryology, comparative anatomy and physiology, anthropology, biophysics, quantum physics, nuclear physics, astronomy, biocybernetics, biogeography, paleogeography, geology and other sciences. Keywords: theory of evolutionary teaching, natural sciences, biology, biology and chemistry teacher, natural sciences teacher, scientific outlook, competences.

The relevance of differentiated and individualized training of future teachers of natural sciences in higher education institutions

The relevance of differentiated and individualized training of future teachers of natural sciences in higher education institutions

CHARACTERISTICS OF THE MAIN COMPONENTS AND CRITERIA OF THE FORMATION OF THE ECOLOGICAL CULTURE OF FUTURE SCIENCE TEACHERS

Nowadays, the problem of optimizing the interaction between man and nature by increasing the level of environmental culture of young people is relevant. The views of scientists on the specifics of the formation of environmental culture of higher education students are analyzed. Five interrelated components of the readiness of students of higher education for the formation of an ecological culture of students are characterized: motivational and valuable (deep interest of students in studying the ecological state of the environment, their conviction in the education of moral and ecological qualities in schoolchildren), cognitive (the formation of a certain system of psychological pedagogical, chemical, geographical, ecological, biological knowledge, which ensures the development of ecological thinking), procedural (formation of ecological and professional skills, skills and experience necessary for the implementation of environmentally safe activities with students), reflective and personal (formation in higher education students of the skills to realize the results of their ecologically oriented activities, to objectively evaluate them and determine one's attitude towards them). According to the components, the criteria for the formation of the ecological culture of future teachers of natural sciences are defined: value-orientational, cognitive, practical-active, reflective-evaluative. Value-orientational (the formation of the ecological and professional orientation and personal motivation of the future teacher of natural sciences in the process of professional training); knowledge (availability of a certain amount of knowledge from professional disciplines, understanding of the content, essence, signs and stages of ecological and pedagogical activities aimed at the formation of ecological culture in students); practical and active (availability of skills to use typical forms, methods and means of teaching students of natural sciences in educational work; skills of applying pedagogical innovations, the latest technologies, active methods and techniques in one's environmental and professional activities); reflexive-evaluative (formation of environmental-professional reflection in the future teacher of natural sciences; ability to diagnose his environmental-professional activity with the aim of its further modeling). According to the selected criteria and indicators, three levels of the formation of ecological culture of future teachers of natural sciences in the process of professional training are defined: low, medium, and high. It has been established that a teacher of natural sciences with a high level of ecological culture formation plays a decisive role in the implementation of ecological education of children and youth. Pedagogical conditions that contribute to the formation of the ecological culture of future teachers of natural sciences are also defined and substantiated.

Training of future teachers of natural sciences for the use of information and communication technologies in their professional activities

Today, an important aspect of future teachers training, in particular, natural sciences, is the usage of innovative technologies and approaches in the educational process of higher education institutions. The features of training future teachers of natural sciences using information and communication technologies are considered. The general global trends in the development of informatization of education are highlighted: expansion of the scope of use new information technologies. The principles of using information and communication technologies in the educational process are highlighted: the principle of visibility; the principle of expediency; the principle of systematicity and consistency; the principle of strength of knowledge; the principle of accessibility; the principle of individualization; the principle of connecting theory with practice; the principle of multimedia; the principle of interactivity. Online tools are highlighted to enable the use of innovative technologies for teaching future teachers of natural sciences. It is noted that in the educational system there are applications and information and communication technologies that widely used in the education system: word supercomputers, databases, demonstration programs, catalogue organization schemes, planners, graphic packages, etc.

Methodological Basis of Training Future Teachers of Natural Specialties for Professional Activity on the Basis of Differentiation and Individualization of Learning

Modern global social transformations have led to a clear trend in higher pedagogical education – the formation of a new educational paradigm aimed at socio-personality and competency-oriented training of future teachers, including of natural sciences. Therefore, it is quite obvious that an individual approach, along with differentiation in the training of future teachers of natural sciences, is a trend in the organization of the educational process in a modern higher education pedagogical institution. However, in order for this current trend to take its place in the updated practice of higher education pedagogical institutions firmly, it is necessary to carefully adapt it to the requirements and opportunities of modern pedagogical reality. Therefore, the purpose of the article is to determine the methodological foundations and recommendations for training future teachers of natural sciences for professional activity based on differentiation and individualization of education. To achieve this goal, a number of methods of scientific research were used within the scope of the study (methods of theoretical and critical analysis, synthesis, abstraction, concretization, direct observation of the educational and professional activities of students and teachers). Results. Within the scope of the article, it is determined that the main methodical strategies of training future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education are the division of the educational process into four main areas: content, process, product and environment. A number of methodological recommendations were formulated, the adherence to which will contribute to the successful and effective preparation of future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education: 1) the implementation of complex differentiated and individualized education is impossible without taking into account the individual intellectual and psychological characteristics of students in the education process; 2) the need to develop didactic support that promotes self-education, self-development, self-expression of students; freedom of choice for each student of the forms and methods of assimilation of educational material; the possibility for the teacher to choose the forms and content of the educational material that would make it possible to provide pedagogical support for each student taking into account the goals of individual development; 3) priority of fundamental knowledge: each student must acquire a certain amount of knowledge in the field of natural education, skills necessary for the chosen profession and for further continuous education; 4) use of reproductive, compilation and design projects within the training of future teachers of natural sciences; 5) the use of various differentiated methods of consolidating the learned material (group work; lesson-assessment; lesson-game). Conclusions. Complex of differentiated and individualized training of future teachers of natural sciences for professional activity enables this training according to own road map, provides for the possibility of individual choice and makes students active participants in their own educational and professional activities. The efficiency of using the method of training future teachers of natural sciences for professional activity on the basis of differentiation and individualization of education depends on taking into account the anthropological and psychological characteristics of the individual, as well as on using a range of tasks of varying complexity in the educational process.

FORMATION ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SPECIALTIES BY MEANS OF STEM-TECHNOLOGIES

The article examines the modernization of the didactics of teaching educational components by means of educational STEM technology in the system of professional and pedagogical training of future teachers of natural sciences. For successful pedagogical activity in this new information and high-tech society, the teacher needs to develop his capabilities much higher than those that were in the past by forming professional competences in general, hence environmental competences in particular. Educational STEM technology is a modern didactic tool, the conceptual basis of which is aimed at: forming the professional competences of the acquirers at a qualitatively new level-STEM and environmental competences, which transform the educational achievements of the acquirer into the professional activity of a specialist; are the key to the successful socialization of applicants and are designed to make them competitive on the labor market. The content, functions and structure of STEM technology were studied. The methodical features of the application of STEM technology during professional-pedagogical training with the aim of forming the environmental competence of students of higher pedagogical education have been clarified. A methodical way of introducing educational STEM technology into the system of pedagogical training of future teachers of natural sciences with the aim of forming environmental competences is proposed. An algorithm for the organization of educational and cognitive activities of applicants during the STEM technology “Tourist Secrets of Ukraine” has been developed. The abstract should contain the purpose of the research, the methods used, and the results obtained.
 Keywords: future teachers of natural sciences; educational STEM technology; environmental competence; educational and cognitive activity; educational components; professional and pedagogical training; didactics; students of higher pedagogical education.

METHOD OF PROJECTS IN THE CONTEXT OF FORMATION OF ENVIRONMENTAL COMPETENCE OF FUTURE TEACHERS OF NATURAL SCIENCES

It has been analysed that the educational system in higher education institutions aims to ensure the advanced development of education by modernizing the educational process in accordance with the needs of society for the training of future professionals. It is noted that application of innovative didactic tools has affected the transition from the reproductive style of learning to the productive one, which stimulates the educational and cognitive activity of students. It is established that the use of the project method is effective in the formation of environmental competence in the system of professional and pedagogical training of future teachers of natural sciences, because it involves the achievement of educational goals means of Ecology, thereby expanding the scope of professional competence. The pedagogical purpose of the project method is to develop in students the ability to transform information into knowledge and independently use didactic tools to obtain a learning product. The priority values of ecological-competence education for the future teacher of natural specialties have been highlighted, they include cognitive, subject-practical and personal experience. Prospects for the formation of environmental competence of future teachers in the context of the project method imply fulfilling the educational process with new achievements of the natural and pedagogical field in the context of the project method; inclusion in the one’s own pedagogical activity of a method of projects on the basis of subject modelling; use of the project method in the cognitive activity of an applicant on the basis of solving project tasks; combining and reconstructing familiar techniques of creative activity to solve new problems; self-education, self-development and self-realization of an individual in the process of project activities on an individual and group basis. The research paper is focused on the methodological features of using the project method in the training of future teachers of natural specialties in the process of formation of environmental competencies; an interactive model of interaction "teacher-applicant" and methodological development introduction of the method.

Features of Training Future Teachers of Natural Sciences in Modern Higher Education in the Context of Modern Neurosciences

In the article, questions about the features of training future teachers of natural sciences in modern higher education in the context of modern neurosciences are highlighted.It was found that highly qualified and competent teachers are the key to successful higher education. The concept of "neuroscience" is investigated. Publications and books of domestic and foreign scientists on the training of future teachers of natural disciplines in the view of neurosciences are highlighted. The application of methodological approaches in teaching future teachers of natural disciplines is noted. The branch of neuro-andragogy, which is important for adult learning is considered. It is noted that university teachers should enrich the educational process with modern strategies in order to meet the needs of future student teachers. It is noted that future teachers are interested in mastering knowledge of neurosciences, because they understand that this will help them in their professional activities. It has been proven that many scientists argue that education cannot exist today without neurosciences. The facts that have a special impact on the work of the child's body and on learning have been clarified: energy supply, nutrition, stress resistance and environmental pollution. A study of approbation of foreign programs "Scheme of education and neuroscience" and "Science of the brain in motion" was carried out. It was found that students are interested in knowledge about the work of their own brain and try to work on themselves to help the body improve its performance.It is noted that scientists argue that for the activity of the brain to be productive, it is necessary for the neurons, synapse and myelin to work in a balanced way.It was proven that COVID - 19 pandemic to negatively impacted education. It was found that physical activity and the activity of cognitive functions are an integral link. Emphasis is placed on the pedagogy of partnership, which will promote close cooperation of teachers, children and parents and help parents to preserve the health of the child.

НАВЧАЛЬНА ПРАКТИКА ЯК КОМПОНЕНТ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. The relevance of the chosen topic is substantiated by the expediency of applying a practically oriented approach to the organization of the educational process precisely in the preparation of future teachers of natural sciences, as it aims at developing their willingness to further fulfill and improve their professional functions. The article deals with theoretical issues in the organization of hands-on training for future natural science teachers. Besides, it analyzes the concept of “practical training” and “practice” in scientific studies of Ukrainian researchers and highlights the importance of hands- on practice in the development of professional competences. Besides, the article considers the development of special skills in future natural science teachers via hands-on practice as part of professional training in higher education institutions. The obtained results allow one to outline the main issues in practical training of future natural science teachers in Ukraine and suggest effective solutions to them. Also, the article shows how hands-on practice of future natural science teachers is organized and justifies general requirements for practical training of students under a competence-based model. The article describes stages for implementing hands-on educational practice. It defines types and forms of assessment that can be used to identify levels of students’ practical skills, professional experience, and appropriate competences. There appears to be the need to improve educational and methodological support for students in accordance with current reforms in the educational system. The article concludes that practical training, especially hands-on practice, is the axiological basis for future natural science teachers.

USING THE GO-LAB PLATFORM TO ORGANIZE INQUIRY-BASED PHYSICS LEARNING

The article reveals the essence and analyzes the features of the use of inquiry-based technology in the training of future teachers of natural sciences. The comparative characteristics of traditional technology and inquiry-based technology are given. The possibilities of the Go-Lab ecosystem for the formation of research thinking of future teachers of natural sciences are analyzed. The methodology, structure and content of all stages of inquiry-based learning based on the Go-Lab platform are presented. The component of the Go-Lab ecosystem is the Graasp environment for the creation and use of Inquiry Learning Spaces (ILS). This student-centered model also allows students to move at their own pace of learning and feel successful. The implementation of the proposed approach is demonstrated by the example of the development of Inquiry Learning Spaces in general physics “Movement of a body thrown at an angle to the horizon”. This ILS will help students to determine the dependence of flight range/altitude/flight time on the initial parameters (throwing angle/initial speed), etc. A model of the Go-Lab research cycle with five main stages is described. The possibilities of organizing collaboration for teachers and students with the help of digital services and applications Go-Lab are presented. Students’ collaboration is carried out through communication to exchange ideas, share responsibility for the result, joint research and reporting, and facilitate their preparation for professional selection and professional team’s work. In this way, Go-Lab enables inquiry-based learning that promotes the acquisition of deep conceptual domain knowledge and inquiry skills. Prospects for further research are associated with the formation of digital competence of future teachers of natural sciences, in particular with the development of research spaces (ILS) in the Graasp environment. This task can be realized during the students' educational (subject) practice on the basis of the university.
 Keywords: inquiry-based learning; innovative learning technologies; Go-Lab; Graasp; Inquiry Learning Space (ILS); general physics; competencies; science teacher.

ANALYSIS OF FOREIGN AND DOMESTIC EXPERIENCE METHODS OF DEVELOPING MEDIA SKILLS OF WORKING WITH INFORMATION TECHNOLOGIES FOR FUTURE SCIENCE TEACHERS

The views on the analysis of the experience of future teachers of Natural Sciences on the development of Information Technology mediacognition by a large number of foreign and local mediapedagog scientists and their discovery of the essence of mediacompetence in their scientific research work, their pedagogical potential and the conditions for the use of various information and communication technologies in the educational process.

РОЛЬ ІНТЕГРАЦІЙНИХ ПРОЦЕСІВ У ФАХОВІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ОСВІТНЬОЇ ГАЛУЗІ «ПРИРОДОЗНАВСТВО»

The article is devoted the of modern ideas, models, hypotheses, theories and the authors' own work, methodological approaches to the practical implementation of integrative educational technologies in the process of professional training of futureteachers of natural sciences.
 It was investigated a theoretical justification for the need, taking into account and creating opportunities to ensure the educational process in high school to study the cycle of natural sciences on an integration basis. The interrelation of naturalscience disciplines in the context of formation of key competencies and competencies of the future teacher of natural sciences is analyzed. It is established that a modern approach to the study and understanding of natural phenomena has been formed:only in the diversity and interrelationships of natural sciences, which constitute a single system of natural science knowledge, adequate knowledge of nature as a whole is possible. The integration of science education involves the application throughoutthe study of general scientific principles and methods that are core. The principle of complementarity, the principle of conformity, the principle of symmetry, the method of modeling and mathematical methods are the most important for the content ofintegrative natural sciences. During the fundamental study of objects of natural science that have different natures, integration connections that unite different branches of natural science knowledge through the application of fundamental laws, concepts and research methods acquire a qualitatively new character.
 The peculiarity of professional training of future teachers of natural sciences is determined by the effectiveness of design and implementation of different versions of the environment depending on the content and educational objectives of student’sdevelopment of specific educational material that is integrative.
 The prospects of studying this problem have been seen in the adequate implementation of integration processes that are characteristic of the current stage of development of natural sciences, which should be directly reflected at all levels inscience education.

THE MAIN DIRECTIONS OF MODERNIZATION OF TRAINING OF THE FUTURE BIOLOGY TEACHERS FOR THE IMPLEMENTATION OF HEALTH-SAVING TECHNOLOGIES IN PROFESSIONAL WORK

In the article the basic directions of modernization of training of the future biology teachers for the implementation of health-saving technologies in professional work. The modernization of the educational process in higher educational institutions provide a qualitative transformation of biology training future teachers to realization health-saving technologies on par with the best international standards. The necessity of the use of interactive teaching methods, the individualization of the educational process, the widespread involvement of advanced multimedia and Internet technologies.
 Ways to improve the teaching of natural sciences and implement innovative systems for training of teachers in healthcare is fundamentalization training, competence development, the use of active forms and methods of teaching. These areas of modernization of the educational process in higher educational institutions will provide qualitative transformation of the biology training of teachers to implement technology to preserve the health of the world's best standards.
 Support innovation orientation training future teachers of natural sciences to implement health-saving technologies in educational institutions in the conditions of possible learning environment that combines educational and scientific activities, implements innovative research and educational programs
 This will ensure the readiness of future biology teachers to use technology to preserve the health of their educational activities.

STATE OF IMPLEMENTATION OF ECOLOGICAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES

The article considers the problems of ecological training of future teachers of natural sciences in higher education institutions. In order to study the educational environment effectiveness on the process of formation of ecological competency of future teachers of natural sciences, an analysis of educational professional programs for their filling ecological content and conducted teachers and students survey. The main criterion of analysis was the presence of ecological disciplines (subjects of theoretical and applied ecology, methodology of ecological education and upbringing) and disciplines that determine the theoretical foundations of ecological culture and students' worldview of in the educational content. Based on the study results, promising guidelines for improving the effectiveness of students' ecological training of the first and second levels of higher education in the specialty “Secondary Education” of natural profile has been defined. In most universities that train teachers of natural sciences, the environmental component needs to be strengthened in the content of educational professional programs. Most ecological disciplines are optional, so we suggest including at least 50 % of the environmental component in the mandatory block. Due to the intersectional nature of ecology as a science, it is possible to further involve the potential of educational content in the formation of students' ecological competency. Such approaches should be used when designing training and internship programs, in which students will have the opportunity to gain experience in environmentally sound behavior and activities. Important in the students' ecological training is their participation in the work of environmental NGOs, environmental movements, volunteering, which allows to implement the acquired knowledge in practice and contributes to the formation of ecological culture and worldview of future teachers of natural sciences.

PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR WORK IN THE NEW UKRAINIAN SCHOOL

The article shows the main trends in the development of natural education worldwide. Methodical features of teaching natural subjects in the conditions of the New Ukrainian School are revealed. Emphasis is placed on the availability of various model curricula of integrated courses, i.e., «Natural Sciences,» «Knowing Nature,» and «Environment.» The necessity of teacher training for work in the New Ukrainian School is substantiated. The relevance of the specialty 014.15 Secondary education (Natural Sciences) in higher education institutions is confirmed. Educational training programs for future teachers of natural sciences, physics, chemistry, and biology are analyzed. The main methodological guidelines in the teaching of natural sciences are outlined: implementation of an integrative approach to the content of courses through the introduction of special integrated courses in the field of natural sciences, using integrated tasks (physics + chemistry + biology + geography), conducting integrated lessons and extracurricular activities; the use of competence-oriented tasks that model standard or non-standard life and professional situations and require students to independently engage in cognitive activities, as well as personal qualities that determine readiness for such activities; implementation of educational projects; implementation of a research approach using methods similar to the scientific activity of a scientist (observation, experiment, formulation of a hypothesis, substantiation of a theory, processing of data, formulation of conclusions, design of subsequent studies); use of elements of STEM education, in particular, making; application of various digital computer technologies, equipment of specialized offices with multimedia projectors, interactive whiteboards, tablets, etc.; formative assessment of students’ knowledge.
 Each of these guidelines is described in detail. Thus the essence of integrative and research approaches is revealed, the peculiarities of competence-oriented tasks and formative assessment are clarified, digital resources of natural sciences are indicated, and STEM education in general and one of its directions is characterized. Nowadays, significant changes are taking place in school science education due to the implementation of the conceptual provisions of the New Ukrainian School. All in all, it is crucial to prepare future science teachers for the introduction of new integrated courses in the field of science education. The mentioned issues can be systematically considered during the study of the educational discipline «Methodology of Teaching Integrated Courses in Natural Sciences.»

DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF FUTURE TEACHERS OF NATURAL SCIENCES

The article discusses the peculiarities of development of professional competencies of future teachers of Natural Sciences. The concept of "competence approach" is explained. Some aspects of value-based and motivational, cognitive, activity-based and axiological components of professional competence are analyzed.

ФАХОВА ПІДГОТОВКА МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ НАУК

It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.