В статье рассматривается проблема совершенствования профессиональных компетенций педагогов в области формирования естественнонаучной грамотности обучающихся. Приведено описание разработанной авторами технологии проектирования ситуационных задач для развития естественнонаучной грамотности. Представлены примеры и шаблоны формулировок вопросов для конструирования ситуационных задач, направленных на три группы компетенций, входящих в состав естественнонаучной грамотности. Описаны результаты педагогического эксперимента по апробации разработанной технологии проектирования ситуационных задач. Теоретические методы исследования включали в себя: контент-анализ научной и учебно-методической литературы по теории и практике конструирования ситуационных задач; обобщение анализа подходов к проектированию заданий для развития естественнонаучной грамотности. В качестве эмпирических методов были использованы наблюдение, педагогический эксперимент и анкетирование. При разработке диагностического инструментария структура профессиональных компетенций педагогов рассматривалась как совокупность трёх компонентов: знания, умения и практический опыт. В исследовании приняли участие 70 педагогов образовательных организаций Пермского края и 30 студентов Пермского государственного гуманитарно-педагогического университета. Проведенное исследование позволяет сделать вывод о результативности применения технологии проектирования ситуационных задач для развития профессиональных проектных компетенций педагогов и студентов.
The article deals with the problem of improving teachers’ professional competencies in formation of students’ science literacy. A description of the authors’ technology for designing situational problems for the development of science literacy is given. Examples and templates for questions that help to construct situational tasks for three groups of science literacy competencies are presented. The results of the experimental implementation of the developed technology for designing situational problems are described. Theoretical research methods included as follows: content analysis of scientific, educational and methodical literature on the theory and practice of constructing situational problems; generalization of the analysis of approaches to the design of tasks for the science literacy development. Observation, pedagogical experiment and questioning were used as empirical methods. When developing diagnostic tools, the structure of teachers’ professional competencies was considered as a combination of three components: knowledge, skills and practical experience. The study involved 70 teachers from educational institutions of the Perm Krai (Russian Federation) and 30 students of Perm State Humanitarian Pedagogical University. The conducted research makes it possible to draw a conclusion about the effectiveness of the application of the technology of designing situational problems for the development of teachers’ and students’ professional competencies.
The article deals with the problem of improving teachers’ professional competencies in formation of students’ science literacy. A description of the authors’ technology for designing situational problems for the development of science literacy is given. Examples and templates for questions that help to construct situational tasks for three groups of science literacy competencies are presented. The results of the experimental implementation of the developed technology for designing situational problems are described. Theoretical research methods included as follows: content analysis of scientific, educational and methodical literature on the theory and practice of constructing situational problems; generalization of the analysis of approaches to the design of tasks for the science literacy development. Observation, pedagogical experiment and questioning were used as empirical methods. When developing diagnostic tools, the structure of teachers’ professional competencies was considered as a combination of three components: knowledge, skills and practical experience. The study involved 70 teachers from educational institutions of the Perm Krai (Russian Federation) and 30 students of Perm State Humanitarian Pedagogical University. The conducted research makes it possible to draw a conclusion about the effectiveness of the application of the technology of designing situational problems for the development of teachers’ and students’ professional competencies.