National Science Education Research Articles

ВИТОКИ ЕФЕКТИВНОЇ ДІЯЛЬНОСТІ КАФЕДРИ ЗАГАЛЬНОЇ БІОЛОГІЇ ТА МЕТОДИКИ НАВЧАННЯ ПРИРОДНИЧИХ ДИСЦИПЛІН У СИСТЕМІ «ЗВО-ШКОЛА» (до 50-річчя кафедри)

The article identifies and characterizes two strategic factors that influenced the formation of the Department of General Biology and Methodology of Teaching Natural Sciences as a holistic open self-regulatory system. In particular, an important factor was the organizational and methodological as well as research activities of the heads of the department, I. V. Shust, A. V. Tsarenko, V. V. Hrubinko, who contributed to the formation of a new generation of scientists and lecturers, the emergence of scientific schools and the development of new areas of biological and methodological investigations. A new impetus to intensify the activities of the teaching staff in all areas was the association of the Department of General Biology with the Department of Methodology of Teaching Natural Sciences, which had a positive effect on cooperation between employees of higher pedagogical education with teachers of secondary schools and pupils. It has been defined that the development of collective scientific topics of pedagogical direction served as the basis for the development and implementation of a model of partnering relationships organization in the "Higher educational establishment – school" system, a systemically important factor of which is the implementation of the principles of child centeredness and student centeredness in parity collaboration of participants in the educational process. The model is based on various types of innovative activities regarding cooperation between schools and higher educational establishments in three promising areas: working out the mechanisms of interaction between secondary schools and higher educational establishments in order to modernize the forms and methods of organizing the educational process; creating conditions for professional self-determination of pupils and increasing the level of competence of future university entrants; creation by higher education establishments of an educational environment for teachers to implement lifelong learning.
 In the process of implementing the model, a number of modern forms of interaction between educational institutions have been tested. In particular, preparation and approbation of textbooks, teaching and methodical manuals for pupils and teachers, carrying out of joint master classes, trainings, workshops, scientific and methodical seminars, conferences, forums, etc.; organization of career guidance events – Doors Open Days, festival of professions "Hospitality in TNPU", All-Ukrainian career guidance Olympiad in Biology, functioning of the Summer Chemical and Biological School of TNPU "My future professional choice"; development and implementation of educational programs of postgraduate education for advanced training and professional development of teachers of biology and natural sciences .

Teaching of natural sciences in the demonstration of experimental tasks in the upper basic

The research aims to analyze the teaching of natural sciences in the demonstration of the experimental tasks in the upper basic students of the Gil Alberto Rivadeneira Arteaga Educational Unit of the Chone canton in 2022, this represents the practical and experimental criterion of learning from the first years, where they promote concrete experiences related to theory and practice, to reach the acquisition of new knowledge that is manifested in its responsible relationship with the natural environment. The applied methodology had a qualitative approach, the applied methods were inductive-deductive and experimental, the most appropriate technique was the interview where the theoretical and methodological criteria were considered. As a result, it can be stated that the teaching of natural sciences influences the demonstration of experimental tasks in upper basic students.

The effectiveness of distance and traditional teaching natural sciences: A comparative analysis

Introduction. The article focuses on the problem of the effectiveness of distance learning. The most recent pandemic has led to the widespread use of distance learning as an alternative to the traditional classroom instruction. However, there is no consensus on whether distance education is superior to the traditional teaching in terms of learning outcomes and perception. The purpose of this study is to compare the effectiveness of teaching natural sciences in distance and traditional modes. Materials and Methods. The data were collected via the following general research methods: synthesis and generalization of scholarly literature on the problem, empirical methods including surveys and interviews, and comparative analysis of research findings. A comparative analysis of the effectiveness of distance learning and traditional classroom instruction was conducted relying on the results of teaching natural science disciplines at Gorno-Altaisk State University in the period of 2020-2022, synthesis and analysis of international and Russian studies on the problem. Results. The authors identified the disadvantages and advantages of distance learning with the main focus on natural science disciplines. It has been found that laboratory assignments performed in a distance mode changed the student’s role from being a researcher to the role of an observer. Moreover, there was a decrease in the development of practical skills. Within the framework of traditional learning, the teacher acts as a mentor responsible for enhancing students’ knowledge, for nurturing the culture of behavior while the teacher’s role in distance education is that of a mediator facilitating students’ independent learning. It should also be noted that within distance learning environment teachers cannot perform a range of professional functions beyond educational. As far as final assessment is concerned, it must be emphasized that it can be extremely difficult to conduct objective assessment of students’ knowledge and competencies in a distance learning environment. On the other hand, the advantages of assessment via electronic and online media include flexibility and convenience. Conclusions. The authors conclude that nowadays the effectiveness of teaching natural sciences in the distance learning environment is lower than in the traditional one. In order to increase its efficiency, it is necessary to improve digital technologies and develop new teaching methods suitable for the distance learning environment. The limitations of distance learning include decrease in students’ learning outcomes, objectivity of final assessment, and partial implementation of moral education activities.

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.

Some Ways of Integrated Teaching of Mathematics and Natural Sciences

The aim of this study is to identify key concepts for finding ways to integrate teaching mathematics and science, in the context of the prospects for teaching natural sciences in modern educational institutions. The basis of the methodological approach in this scientific study is a combination of methods of system analysis of the methods of teaching mathematics currently used in the practice of educational institutions with an analytical study of the real prospects for building ways of integrated teaching of mathematics and other sciences of the modern natural science system. In the course of this scientific research, results were obtained that testify to the need to develop the principles of integrating mathematics in teaching it with other scientific disciplines, as they have proven their high efficiency in building the educational process. The results of this scientific research formulated on their basis, are of significant practical importance for teachers and students of modern educational institutions involved in the process of studying mathematics in the context of its relationship with other disciplines.

MODEL PEMBELAJARAN SETS (SCIENCE, ENVIRONMENTAL, TECHNOLOGY, SOCIETY) BERBASIS BUDAYA LOKAL PADA PEMBELAJARAN IPA TERHADAP BERFIKIR KRITIS DAN PEDULI LINGKUNGAN

This study describes the contribution of SETS (Science, Environment, Technology, Society) model based on local culture on the improvement of creative thinking ability and environmental care of junior high school students in natural science instructional. The study was done by literature approaches by using relevant research results. By implementation of SETS model syntax with local culture enrichment, the research results showed there was the improvement of critical thinking of the junior high school student and also its environmental care in natural science learning process. Therefore, the natural science teachers were asked to implement the SETS model in natural science instruction in order to reach the learning of natural science objectives, especially in critical thinking and environmental care.

Lecturers’ Reflections on Emergency Remote Teaching and Learning at a University in South Africa During COVID-19 Lockdown

The outbreak of the COVID-19 pandemic came with a lot of disruptions which saw so many organisations and institutions shut down. Part of the changes brought about by the pandemic was the closure of educational institutions globally, thereby forcing the migration to emergency remote teaching and learning. Whilst some nations grappled with the challenges associated with this shift in the mode of teaching and learning, others tapped into the opportunities inherent in it. This study located in the interpretive paradigm employed a qualitative case study design that explored lecturers’ reflections on emergency remote teaching and learning at a university in South Africa during the intense stages of the COVID-19 pandemic. The Technology Acceptance Model was employed as a lens to make meaning of how lecturers perceive emergency remote teaching and learning in the science and technology cluster. The sample for the study consisted of nine participants, recruited from Science and Technology cluster, representing Biological/Life Sciences, Natural Sciences, Physical Sciences and Technology Education faculties. The sample was selected through purposive and convenience sampling. Findings from the study revealed both challenges and opportunities for emergency remote teaching and learning. The challenges identified included, lecturers’ lack of readiness, students’ internet-related issues, and inability to execute practical tasks online. The positive aspect included improved skills in the use of ICT and diverse online platforms for both lecturers and students. Based on the findings, the study recommends that students, especially those from disadvantaged backgrounds be provided with the necessary ICT infrastructure to ensure their effective participation in online learning. Keywords: COVID-19, Emergency Remote Teaching and Learning (ERTL), lecturers; reflections; South Africa

Nature of Science in Greek Secondary School Biology Textbooks

The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers’ books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the ‘meaning unit’ was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers’ responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science.

INVESTIGATION OF PRE-SERVICE TEACHERS’ TEACHING EFFICACY BELIEFS: A MULTI-VARIANCE ANALYSIS

Öğretim yeterliği, öğretmenlerin öğretim hakkında ne düşündüklerini, kendilerini nasıl motive ettiklerini ve sınıfta nasıl davrandıklarını etkiler. Fen öğretimi bağlamında yeterlik inancının iki boyutu vardır: kişisel fen öğretimi özyeterliği ve fen öğretimi sonuç beklentisidir. Bu çerçevede öğretmen adaylarının fen öğretimi öz yeterliği ve sonuç beklentisi inançlarının incelenmesi amaçlanmıştır. Araştırmada betimsel araştırma desenlerinden kesitsel tarama modeli kullanılmıştır. Araştırma örneklemi Orta Anadolu bölgesinde öğrenim görmekte olan ve lisans dönemi boyunca en az bir defa fen bilimleri dersi almış öğretmen adayları arasından rastgele seçilmiştir. Verilerin elde edilmesinde kişisel bilgi formu ve fen öğretimi yeterlik inanç ölçeği kullanılmıştır. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları üzerinde bağımsız değişkenlerin (öğrenim görülen bölüm, cinsiyet ve sınıf düzeyi) etkisi ayrı ayrı ve birlikte çift yönlü MANOVA testi ile incelenmiştir. Öğretmen adaylarının fen öğretimi öz yeterlik ve fen öğretimi sonuç beklentisi inançları öğrenim gördükleri bölüme göre farklılaşmaktadır. Sınıf düzeylerine göre öğretmen adaylarının fen öğretiminde sonuç beklentilerinde son sınıf öğretmen adayları lehine farklılık göstermiştir. Fakat fen öğretimi özyeterlik inançlarında farklılık görülmemiştir. Öğretmen adaylarının fen öğretimi yeterlik inançlarının desteklenmesi için fen ve öğretimine yönelik derslerin sayısı arttırılabilir. Öğretmen eğitim programlarında önemli miktarda alan bilgisi ile mesleki deneyimlerine daha fazla vurgu yapılması fen eğitiminin kalitesini arttırabilir.

BIOINSECTICIDE ACTIVITY OF SILVER NANOPARTICLES PRODUCT OF BIOSYNTHESIS USING ENTOMOPATHOGEN AGAINST THE BEET CATERPILLAR SPODOPTERA EXIGUA

Spodoptera exigua (Hubner) is a polyphagous insect pest that is detrimental to farmers. Nanotechnology exists as a renewable technology that can increase effectiveness due to the small size of particles it produces. This study aimed to determine the effectiveness of biosynthesis of silver nanoparticles from the fungi Metarhizium, Trichoderma, and The Bacillus bacteria which are biocontrol agents. The research started in February and ended in May 2020, at the Biological Research Laboratory, Faculty of Mathematics and Natural Sciences Education, University of Pendidikan Indonesia. The experiment was based on a completely randomized design method (CRD). Onion armyworm (Spodoptera exigua), two isolates from the fungi Metarhizium and Trichoderma were obtained from the Indonesia Vegetable Research Institute (IVERRI). Each extract of Metarhizium and Trichoderma fungi and 50 mL of extract from Bacillus bacteria were added to 50 mL of Ag + 60 ppm solution in a 250 mL glass tube. The mixture of Metarhizium mushroom extract with 60 ppm Ag + solution or Trichoderma mushroom with Ag + 60 ppm solution was incubated at 400 C with a rotation speed of 200 rpm for five days under a dark condition. For the mixture of bacterial extracts with Ag + 60 ppm solution, incubation was at room temperature with a rotation speed of 150 rpm for three days. Analysis of the effect of NPP on the mortality of S. exiguawas done using the treatments, Metarhizum, Trichoderma, Bacillus, NPP-Metarhizium, NPP-Trichoderma, NPP-Bacillus, NPP, and distilled water as controls. Third instar larvae of S. exigua were immersed for 30 seconds. After immersion, the larvae are placed in sterile Petri dishes that have been lined with sterile filter paper and provided with caterpillar feed. Observation of caterpillar mortality was recorded at 2, 4, 6, 9, 24, 48, 64, 72, 96 and 108 hours after treatment. There were three replicates the results showed that all the treatments caused death of the insect, both entomopathogens and entomopathogenic nanoparticles. We found the three treatments of silver nanoparticles highly lethal to S. exigua. Two treatments, NPP-Metarhizium and NPP-Bacillus even caused 100% mortality after 120 hrs treatment. The possible reason for the pathogenicity of these products is considered to be biosynthesis of nanoparticles and enzymatic substances

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.

Individualization and digitalization of creative development of students in chemistry lessons

Background. In the context of increasing robotization and digitalization of most of the routine and algorithmic types of human activity, the problem of the creative development of each child and the individualization of education in a public school, especially in the field of natural science education, arises.The aim. To study the prerequisites and opportunities for digitalization of the creative development of students as a means of increasing the reflexivity of their mental activity in solving creative problems and individualizing the educational process in a public school based on the subject of chemistry.Methods. At the first stage of the study, a survey of chemistry teachers was used. At the second stage, diagnostic tasks in chemistry were developed to verify the identified stereotypes; at the third stage, ways were studied to overcome stereotyped ideas in chemistry by schoolchildren; and at the fifth stage, the possibility of digitizing mental actions using the CREO_DATUM computer program was studied.Results. Of the 70 different variants of erroneous ideas in the school chemistry course, 18 thinking stereotypes turned out to be the most common. The possibility of overcoming stereotypes is not associated with additional classes and explanations of teachers, but with the independent solution of creative tasks by students, since in this process the reflection of schoolchildren develops, which is a condition for overcoming stereotypes. The optimal time in the classroom for students to complete short creative tasks is 10–12 minutes. It is sufficient to measure such creative actions of students as divergence, criticality, uniqueness. To digitize the mental activity of students when solving creative problems in chemistry and to automate the construction of graphs for the creative development of each student, the CREO_DATUM program was developed and tested.Conclusion. Long-term studies of the possibility of using subject-creative tasks based on the material of a school chemistry course for the development of creativity and reflexivity of students serve as a rationale for designing digital means for individualizing the creative development of students.

Sustainable Development in Basic Education Sciences in Portugal—Perspective of Official Curriculum Documents

This study aims to identify and characterize the understanding of the concept of Sustainable Development in the official scientific educational documents of basic education in Portugal. Methodologically, it is a qualitative study that fits into the interpretive paradigm; its implementation is based on an interpretative-descriptive strategy of exploratory nature. The study involved the organization of the analysis corpus and the subsequent content analysis of the selected documents. The documents included in this corpus are the official educational documents on the teaching and learning of Natural Sciences in Basic Education (1st to 9th grade—ages 6 to 15): the Essential Learning and two transversal documents (the Student Profile on Leaving Compulsory Schooling and the Environmental Education Framework for Sustainability). The obtained results show that these documents frame and guide the implementation of Education for Sustainable Development, in all its dimensions, throughout basic education. However, this does not happen in an equitable way, neither in all documents nor in all years of schooling.

Individualization of the Education of Future Natural Sciences Teachers in the Context of Covid-19

In early 2020, the traditional form of full-time education has becomeunacceptable, which has made the educationalsystem to change dramatically. Educators had to find new ways and tools for transferring knowledgeto students. The aim of this work was to study the impact of the individualization of education on the effectiveness of educational services provided to Natural Sciences teachers in the context of Covid-19. The study involved semi-structured interviews, as well as close-ended questionnaires. The analysis of variance, Cohen’s coefficient and Statictica software application were also used. It was found in the sampleof futurenatural sciences teachers that the individualization of education can promote higher efficiencyof distance learning. This requires skillful handling of a wide variety of didactic materials and educational resources, their adaptation to the individual capabilities of the student, his or her expectations of learning and didactic goals. It was found that the individualization of education helpsstudents to feel less overload, stress, tension, lack of time. They learned to plan and self-organize, their self-motivation and responsibility for the completed work increased.

Project 80: a reproducible, student‐driven framework for creating multimedia educational resources from primary literature

Natural science education resources traditionally teach only codified theory. While theory education is crucial, much of academic science takes place via scrutinizing contested scientific discourse. Due to such resources’ content complexity, high school students are rarely exposed to current, debatable, and relevant science. In response, we introduce Project80: a systemic, student‐run protocol to synthesize the latest primary literature in a sub‐field into approachable, produced multimedia educational content. The protocol is run by a team of 7 students over the course of 1 month. Students running the protocol consume complex scientific literature, distill relevant data and findings, and synthesize a culminating product of audiovisual content to supplement existing biology and chemistry pedagogy. The system runs independently with limited faculty involvement. Our analysis indicates that the multimedia content created by this protocol will be relevant to roughly 30 courses locally at our institution and will have further extensions in secondary education beyond.

DEVELOPMENT OF STUDENT WORKSHEET IN NATURAL SCIENCE LEARNING BASED ON PREDICT-OBSERVE-EXPLAIN (POE) TO IMPROVE SCIENCE PROCESS SKILLS

This study aims to determine: (1) the feasibility of students’ worksheet in natural science learning based on POE according to expert lecturers and natural science teachers, (2) students’ science process skill enhancement after using student worksheet in natural science learning based on POE, and (3) students’ responses to student worksheet in natural science learning based on developed POE. This research was a development research with 4D model. The research subject were 11 eighth grade students of Junior High School 2 Pleret. The product trial design used a one-group pretest-posttest design. Data analysis was the conversion of quantitative scores into qualitative values one a scale of four, calculation of percentages, and gain scores. The result showed that: (1) student worksheet in natural science learning based on POE to improve science process skills were declared feasible by expert lecturers and natural science teachers with very good category, (2) mastery of science process skills through observations included good category, while the improving science process skills in terms of pretest-posttest result was in the medium category, and (3) student responses to student worksheet in natural science learning POE was in the very good category.

Science and Technology Transmission for Society: Training on Development of Learning Tools for Teachers to Train Students' Critical Thinking Skills

The Science and Technology Transmission for Society (STTS) activity is a community service activity that aims to improve the ability of Madrasah Aliyah teachers in developing learning tools (RPP) and teaching materials (textbooks and worksheets) to train students' critical thinking skills. Partners in this activity, namely the Madrasah Aliyah Negeri (MAN) Sengkol and Madrasah Aliyah (MA) NW Remajun teacher groups. Both schools are located in Central Lombok district, NTB. Members of the partner groups in both schools consisted of teachers of Mathematics and Natural Sciences (Physics and Chemistry). This STTS activity has been carried out with a series of In Service Training (IST), On Service Training (OST) activities, as well as the implementation and measurement of students' critical thinking skills. IST activities provide education and training to the two partners on learning analysis, the concept of learning tools which include lesson plans and teaching materials (textbooks and worksheets), the concept of developing learning tools that can train students' critical thinking skills, and critical thinking ability test instruments. OST activities are carried out by providing assistance to the two partner groups in preparing lesson plans and teaching materials (textbooks and worksheets) that can train students' critical thinking skills, as well as preparing critical thinking ability test instruments. Implementation is carried out to ensure that the learning tools developed can train students' critical thinking skills. Furthermore, the measurement of students' critical thinking skills was carried out using the critical thinking skills test instrument that was developed previously. The results of STTS activities in general are that teachers in partner schools have the competence to develop learning tools to train students' critical thinking skills.

COMPARING THE ORGANIZATIONAL INFRASTRUCTURE FOR INSTRUCTIONAL LEADERSHIP IN NATURAL SCIENCES TEACHING AMONG FORMERLY SEGREGATED SCHOOLS IN GAUTENG

School organizational conditions influence teaching and learning. Instructional leadership is context-based, and the practices of the leader are contingent upon the school’s organizational context. In this paper, we examine how different schools create the organizational infrastructure for teaching and learning natural sciences (NS) and the adequacy thereof in providing a supportive environment for the teachers and students in the subject. Using a mixed methods approach, we compare the extent to which the organizational infrastructures in schools enable and/or constrain NS instruction and its leadership. We use survey data on NS teachers and their heads of department on school conditions and infrastructures, management and administrative processes, and subject leadership practices. A total of 77 schools and 15 participants responded to the questionnaire and participated in the interview/observation respectively, from 4 districts in the Gauteng province of South Africa. The data obtained were analyzed using descriptive statistics and content analysis. The findings showed that schools sharing similar socio-economic contexts have similar organizational infrastructures and arrangements around which the core work of teaching and learning was organized. The study concludes that school organizational infrastructures (shaped by contexts) may either promote or constrain effective instructional leadership for NS. We recommend that schools need to review their organizational arrangements and infrastructures to support instructional leadership and enhance their capacity to strengthen NS instruction more effectively.

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.

FORMATION OF THE FUTURE PRIMARY SCHOOLTEACHERS’ SCIENCE COMPETENCE UNDER THE CONDITIONS OF THE PEDAGOGICAL PROFESSIONAL COLLEGE

The article reveals the peculiarities of the formation of future primary school teachers’ science competence as a basis for professional training. In the system of future primary school teachers’ professional training, a prominent place is given to natural science education. It is noted that the implementation of the State Standard of Primary General Education in Ukraine, in particular the separation of the educational field "Natural Science", poses new tasks for higher education institutions to improve the quality of future primary school teachers’ professional training. It is novice teachers who lay the foundations of students' natural science competence and ensure the formation of those concepts and ideas, which in the process of further education will serve as a basis for studying the subjects of science training (biology, chemistry, geography, physics, astronomy). The formation of the future teachers’ science competence is carried out in the process of studying natural sciences, in particular "Basics of Natural Science", "Methods of Teaching of Natural Science " and other subjects. It is concluded that among the key tasks of students’ professional training is ensuring the appropriate level of theoretical knowledge in the teaching methodology of "Natural Science"; development of practical and methodical skills; mastering the skills to correctly select methods, techniques and means of learning in the process of developing plans-summaries of natural science lessons; formation of pedagogical skills for organizing and managing the learning process in natural science lessons, etc. During these courses, future primary school teachers’ training is carried out through three stages: theoretical, laboratory-practical, educational-research. Types of practices (educational field, pedagogical) are analyzed. The educational and research work in the system of future primary school teachers’ professional training is characterized. Examples of the formation of future primary school teachers’ natural science competence in the Kolomyia Pedagogical College of the Ivano- Frankivsk Regional Council are given.
 Keywords: competence, scientific competence, pedagogical conditions, educational trainings, integrated course "I Explore the World", professional training.