Diagnostics of the Peculiarities of the Formation of Meta-Subjects Competencies of the Speciality Biology
3 16
Anahtar Kelimeler:
meta-subject competencies, formation, biology students, course, diagnostics, theoretical, practical content.Özet
The formation and development of students' subject and meta-subject competencies based on the basic requirements of the state educational standard is one of the most important problems in the higher education system. In addition, the concepts of ―meta-subject learning outcomes‖ and ―meta-subject competencies‖ are still insufficiently covered in the scientific and pedagogical literature. In this regard, there is a need for targeted general-professional and subject-methodical training of future teachers aimed at the formation and development of meta-subject competencies among students within the framework of basic educational programs of general education. The formation of meta-subject competencies is not limited to one or more disciplines. This is a continuous, integrative process that must be built by integrating the goals and objectives of education, the content of disciplines, forms, methods, and technologies of working with students, and is focused on the integrative outcome of learning, upbringing, and development. The main purpose of the research is to develop the meta-subject competencies of biology students in the context of the modern educational paradigm. The scientific novelty of the research lies in the fact that, for the first time, the issue of applying the idea of a meta-subject approach to form the meta-subject competencies of biology students is addressed, and also defines the essence of the relationship and complementarity of competence-based and meta-subject approaches in the process of forming the professional competencies of future biology teachers. During the diagnosis, criteria, indicators, and levels of identification of the formation of students' meta-subject competencies were used. To compare the level of formation of meta-subject competencies, the stages of an ascertaining experiment on training courses were conducted. To solve the tasks set, we studied the attitude of students of the specialty ―Biology‖ to the formation of meta-subject competencies, which was examined according to the motivational criterion. The research work on the diagnosis of students' motivation to form metasubject competencies was conducted on the basis of a questionnaire. The survey was aimed at identifying the interest and attitude of biology students toward the formation of metasubject competencies. The results obtained in the study showed that students possess a certain understanding of meta-subject competencies, their importance in the future profession, and ways of developing them. The data obtained from the survey indicate that third- and fourth-year students demonstrate a higher level of understanding and clearer strategies for forming meta-subject competencies than second-year students. This result is because senior students have practical teaching experience and have mastered a broader range of disciplinary content during their studies. In accordance with our goal, we have prepared a system of tasks for students to be used during the formative experiment.
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