The technology of designing situational problems for the development of students’ science literacy

Abstract

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.