The thesis justifies and develops theoretical and methodical principles of natural-science training for future primary school teachers.
Besides, it studies the historical preconditions and current trends in the development of natural-science training for future primary school teachers. A thematic review of the preconditions, factors and the very process of developing natural-science training for future primary school teachers in Ukraine has allowed one to present its chronological map.
The study of the main provisions of Council of Europe Recommendation on Key Competences for Lifelong Learning, as well as the provisions of the New Ukrainian School Concept, has made it possible to specify the basic requirements for professional training and professional activities of teachers, including in primary school. They include competencies in science and technology (a scientific understanding of nature and modern technology, as well as the ability to use it in practical terms; the ability to apply scientific methods to observe, analyze, formulate hypotheses, collect data, conduct experiments and analyze their results); environmental awareness and healthy lifestyles (the ability to use natural resources in a prudent and rational way within the framework of sustainable development; the realization of the role of the environment in human life and health, and the ability and willingness to live a healthy lifestyle).
The thesis determines the components of natural-science competence of future primary school teachers. They are the following: motivational (interests, aspirations, values-based orientations, choice of the profession, needs to acquire natural science knowledge and skills); cognitive (a system of natural science and psycho-pedagogical knowledge); activity-related (a system of natural-science, psycho-pedagogical, research and creative skills and abilities). Each component allows one to identify the criteria for developing natural-science competence (motivational-axiological, cognitive, operational). In turn, these criteria and their indicators differentiate levels of such competence (high, average, low).
Also, the thesis presents and theoretically justifies the author’s concept of natural-science training for future primary school teachers. This concept involves methodological, theoretical and methodical concepts, takes into account historical preconditions, current trends in the development of natural-science and teacher education, the new Ukrainian school requirements and specific features of developing natural-science competence in primary school pupils.
The thesis scientifically justifies, models and experimentally verifies the system of natural-science training for future primary school teachers. The system consists of dynamic interconnected structural components (concepts and goals, theory and methods, content and procedures, diagnostic and results). Furthermore, the thesis substantiates and creates pedagogical conditions of natural-science training for future primary school teachers. They are as follows: boosting motivation of future primary school teachers to study natural sciences through educational games and project-oriented technologies; ensuring interdisciplinary integration of natural-science and psycho-pedagogical training for future primary school teachers; improving methodical training of future primary school teachers in terms of developing natural-science competence in primary school pupils; using innovative teaching forms, methods and technologies to intensify research activities of students.
The thesis improves the content of natural-science training for future primary school teachers based on the interdisciplinary integration of natural-science and psycho-pedagogical knowledge. The thesis updates educational and methodical support for future primary school teachers and diagnostic (assessment methods) tools for natural-science training of future primary school teachers. Also, it clarifies the concept of “natural-science training of future primary school teachers”, as well as components of natural-science competence of future primary school teachers (motivational, cognitive, activity-related).
The thesis prepares and implements educational and methodical support for natural-science training of future primary school teachers in the practice of higher education institutions. Finally, experimental verification of the natural-science training system indicates the effectiveness of the practical implementation of recommended theoretical and methodical provisions on the development of natural-science competence in future primary school teachers.
