ПРЕПОДАВАНИЕ ЕСТЕСТВЕННЫХ НАУК В ШКОЛАХ ВЕЛИКОБРИТАНИИ

В статье рассмотрены вопросы преподавания естественных наук в школах Великобритании, оценки формирования экспериментальных умений на практических занятиях по биологии, химии, физике и комбинированной науке. The article deals with the teaching of natural sciences in schools in Great Britain, the assessment of the formation of experimental skills in practical classes in biology, chemistry, physics and combined science.

Industrial production of galenic and new galenic preparations

The manual is intended for students of "Pharmacy", "Pharmaceutical Chemistry" specialties of YSU Institute of Pharmacy. It corresponds to the curriculum of the subject of armtechnology (factory) and is intended for the organization of laboratory work. The educational manual presents the general characteristics of galenic and new galenic medicines, modern methods of industrial production, at the end of each topic are test tasks and situational problems. It will contribute to the strengthening of students' theoretical knowledge and experimental skills on the topic of galenic and new galenic medicines.

DEVELOPMENT AND IMPROVING STUDENTS' EXPERIMENTAL SKILLS THROUGH STEM ACTIVITIES

There are some trends currently being monitored in the country: interest in science studies and related professions is decreasing; unsatisfactory results of international student achievement research (PISA, TIMSS). In order to make students more interested in natural sciences and to motivate them to relate their life to STEAM activities, it is appropriate to encourage students to engage in independent research and to discover the joy of discovery. One of the ways to solve this problem is the students' practical experimental activity in the laboratories of University. In this way, students not only get to know the laws of science, new technologies, but also carry out experiments, research and projects. The research analyses the usage of STEAM program “Cognition of Energy and Thermal Processes” for students of ninth (1st Gymnasium) grades in order to deepen and broaden the knowledge of natural science education, develop practical abilities of students and their scientific researcher's competence. Students are advised to do five experimental works in this field. The program engages a basic educational method – inquiry-based learning. The results of the pedagogical experiment and the questionnaire survey are discussed. It can be stated that educational experimental activities are necessary and useful for students. By using these experimental activities, students can be provided with educational material in an attractive form, which stimulates the interest in the subject. Program participants have deepened and expanded their knowledge of energy and thermal processes in nature. Students improved their competence in natural science research. They learned how to plan and perform experiments, acquired the ability to formulate hypotheses, to make assumptions, to analyse and explain results, and to formulate reasoned conclusions. Students acquired practical skills to work properly and safely with devices and tools (computer systems Nova 5000 and Xplorer GLX, temperature, humidity sensors, caliper, scales, etc.) Students liked to be young researchers; they felt the joy of discovery by practically experimenting and independently exploring natural phenomena. Keywords: experimental skills, science learning system, inquiry-based learning, STEAM education.

METHODS OF DEVELOPMENT OF EXPERIMENTAL SKILLS IN STUDENTS IN THE CONDITIONS OF DISTANCE FORM OF LEARNING

2091У статті розглянуто проблему організації експериментальної діяльності учнів з метою розвитку екс-периментаторських умінь за умов дистанційної форми навчання. Експериментаторськими автори вва-жають уміння, якими має володіти учень для проведення самостійних досліджень фізичних об’єктів. Важливою складовою частиною розвитку цих умінь є практична діяльність учнів із використанням від-повідного фізичного обладнання. Складність виконання цієї умови підсилюється за дистанційної форми навчання (наприклад, під час карантину в закладах освіти). Як варіант розв’язання зазначеної проблеми дистанційного навчання запропоновано використовувати дидактичні методи, що виявляють найбільші компенсаторні можливості для розвитку в учнів експериментаторських умінь з фізики. Як обґрунту-вання цієї ідеї вказано на дослідження психологів та дидактів щодо можливої заміни одного сполучен-ня дидактичних методів іншим для досягнення певної мети навчання. Описано авторські методи, що мають такі компенсаторні можливості. Цими методами є: використання наочних фізичних задач; вико-ристання «домашніх» експериментальних, винахідницьких та конструкторських задач; використання віртуальних лабораторій та електронних симуляторів фізичних дослідів. Зазначені методи виявляють значні компенсаторні можливості для розвитку в учнів експериментаторських умінь з фізики та не потребують виконання експерименту у фізичній лабораторії. Наголошується, що набуття досвіду вико-ристання цих методів має бути обов’язковим компонентом професійної підготовки майбутніх учителів фізики. У статті наведено авторські приклади наочних фізичних задач, що можна використовувати для перевірки рівня сформованості в учнів знань та вмінь, необхідних для успішної експериментальної діяльності; експериментальні, винахідницькі та конструкторські задачі, що не потребують складно-го обладнання; вказано роль електронних симуляцій у розвитку експериментаторських умінь учнів. Подальші дослідження будуть пов’язані з розробленням циклу експериментальних задач, структурова-них за розділами фізики, що можна пропонувати учням також в умовах дистанційної форми навчання. The article considers the problem of organizing experimental activities of students in order to develop experimental skills in terms of distance learning. Experimental authors consider the skills that a student should have to conduct independent research of physical objects. An important component of the development of these skills is the practical activities of students using appropriate physical equipment. The complexity of fulfilling this condition is exacerbated by distance learning (for example, during quarantine in educational institutions). As a variant of solving this problem of distance learning, it is proposed to use didactic methods that reveal the greatest compensatory opportunities for the development of students’ experimental skills in physics. As a substantiation of this idea the research of psychologists and didactics concerning possible replacement of one combination of didactic methods by another for achievement of the certain purpose of training is specified. The author’s methods having such compensatory possibilities are described. These methods are: the use of visual physical tasks; use of “home” experimental, inventive and design tasks; use of virtual laboratories and electronic simulators of physical experiments. These methods reveal significant compensatory opportunities for the development of students’ experimental skills in physics and do not require an experiment in a physical laboratory. It is emphasized that gaining experience in using these methods should be a mandatory component of the training of future physics teachers. The article presents the author’s examples of visual physical problems that can be used to test the level of formation of students’ knowledge and skills necessary for successful experimental activities; experimental, inventive and design tasks that do not require complex equipment; the role of electronic simulations in the development of students’ experimental skills is indicated. Further research will be related to the development of a series of experimental problems structured by sections of physics, which can be offered to students also in terms of distance learning.

STRUCTURE AND METHODOLOGY FOR EVALUATING THE FORMATION OF EXPERIMENTAL SKILLS OF SCHOOLS IN TRAINING PHYSICS

Целью работы стала оценка сформированности экспериментальных умений по физике. Достижение поставленной цели было основано на таких методах исследования, как анализ психолого-педагогической и методической литературы по проблеме формирования экспериментальных умений школьников, а также проведение опытно-поисковой работы. В качестве результатов проведённых нами исследований стала разработка трёхуровневой структуры экспериментальных умений и её адаптация к оценке сформированности экспериментальных умений учащихся после первого года обучения физике. Новизна работы заключается в разработке методики оценки экспериментальных умений школьников с учётом психологических факторов забывания осознанного учебного материала. Полученные результаты смогут найти широкое применение в работе школьных учителей, а также в ходе педагогической практики студентов. The aim of the work was to assess the formation of experimental skills in physics. Achievement of this goal was based on such research methods as analysis of psychological, pedagogical and methodological literature on the problem of the formation of experimental skills of schoolchildren, as well as conducting experimental search work. As a result of our research, the development of a three-level structure of experimental skills and its adaptation to the assessment of the formation of experimental skills of students after the first year of teaching physics was developed. The novelty of the work lies in the development of a methodology for assessing the experimental skills of schoolchildren, taking into account the psychological factors of forgetting the conscious educational material. The results obtained can find wide application in the work of school teachers, as well as in the course of student teaching practice.

Perspectivism in current epigenetics

Discussions about perspectivism in the current philosophical literature often focus on questions concerning perspectival modeling or the compatibility between perspectivism and realism. In this paper, I propose to extend the debate on perspectivism by taking into account the social dimension of scientific perspectives. Scientific perspectives are always adopted and advocated for by individual scientists and groups of scientists with different epistemic affinities. I describe an example of a current and ongoing controversy in the field of epigenetics in order to illustrate that diverging scientific perspectives on open scientific questions are often not fully explained by empirical underdetermination or diverging theoretical approaches alone. Opposing perspectives frequently arise from differences in systems of practice and the scientific socializations of the involved scientists, including differences in training, experimental skills, and epistemic priorities. The paper ends with a discussion of the important epistemic function of perspectives in scientific discovery. Ultimately, perspectivism is described as a valid philosophical position that explains how scientific knowledge is generated in situations of empirical underdetermination and why trust in science can be justified even in the absence of a community consensus.

PRACTICAL COURSE ON PHYSICAL AND CHEMICAL METHODS OF PEATS ANALYSIS AS AN ELEMENT OF IMPLEMENTATION OF ADDITIONAL NATURAL SCIENCE EDUCATION AT SENIOR SCHOOL

Показана актуальность дополнительного естественно-научного образования с использованием экспериментальной работы обучающихся, основанной на региональных особенностях. Приведено понятие «региональный компонент содержания образования». Обоснован выбор тематики практикума по анализу торфов физико-химическими методами, содержание которого связано со специфическими особенностями Томской области по запасам торфа и накопленным опытом научных исследований по функционированию торфяно-болотных экосистем. Приведены цели, задачи практикума и тематика практических занятий. Описана методика проведения практических работ по определению ботанического состава торфов и его физико-химических характеристик. Разработаны вопросы анкетирования для выявления у обучающихся экспериментальных умений и знаний качественных химических реакций до проведения занятий практикума и после их завершения, представлены полученные результаты. На основе анкетирования обучающихся выявлено их отношение к тематике практикума и его содержанию. Результаты анкетирования свидетельствуют об эффективности проведения экспериментальной работы на занятиях. The importance of additional education in modern school is characterized. The relevance of additional science education using the experimental work of students based on regional characteristics is shown. The concept of “regional component of the content of education” is given. The choice of the topics of practical works on peat analysis by physicochemical methods is substantiated, the content of which is determined by the specific features of the Tomsk Region in terms of peat reserves and the accumulated experience of scientific research on the functioning of peat-swamp ecosystems. The goals, objectives and a list of topics of practical training are presented. The methodology for conducting practical work to determine the composition of peat, its physico-chemical characteristics: the degree of decomposition, moisture, ash, metabolic acidity, the determination of magnesium, calcium, iron, phosphorus, nitrogen (ammonium ions and nitrate ions) is described. The physicochemical methods used in the practical work are indicated: titrimetric (determination of magnesium and calcium), potentiometric (exchange peat acidity), photocolorimetric (determination of ammonium and nitrate ions), mobile compounds of iron and phosphorus) methods. Questions have been developed to identify students’ experimental skills and knowledge of qualitative chemical reactions before and after the practical work, and the results are presented. Questioning revealed an improvement in the level of all experimental skills by an average of 37 %. The attitude of students to the subject of the practical work, its content, as well as interest in conducting experimental work were identified on the basis of their questionnaire.

Quick response codes as a complement for the teaching of Electronics in laboratory activities

Augmented reality is gaining presence in the classroom because it allows to combine the physical environment and digital information in real time. An implementation of augmented reality that is attracting great attention are quick response codes because they can be read immediately in smartphones and tablets using free apps. A teaching field where it is beneficial to provide a prompt access to supplementary materials are laboratory sessions in scientific–technical disciplines. There, students realize complex measurement tasks using specific instrumentation, and so it is convenient to access technical documentation and explanations of the measurement process during the session. This work describes how quick response codes can be introduced in laboratory sessions to provide links to specifically designed supporting resources. Thanks to this strategy, an improvement in the acquisition of experimental skills has been observed as well as a better and quicker realization of the practical sessions.