Pristupa Y. Development of concepts of science education in pedagogical discourse of Ukraine (second half of the 20th – beginning of the 21st century)

The purpose of the study is to analyze the development of science education concepts in pedagogical discourse, to identify patterns of this process, to determine trends in the further improvement of science education concepts in Ukraine, taking into account integration processes in education. The subject of the study is regularities and trends in the development of science education concepts in the pedagogical discourse of Ukraine in the second half of the twentieth and the beginning of the twenty-first centuries. The chronological limits of the study are the following: the low limit is 1950, the high limit is 2023. The methods system is general scientific: analysis (historiographical, comparative, convergent, divergent, retrospective), synthesis, abstraction, generalization, classification, interpretation; specific scientific (comparative-historical, systemic-structural, periodization method, prognostic). The process of the science education concepts development in the pedagogical discourse of Ukraine (the second half of the twentieth – the beginning of the twenty-first century) is systematically studied for the first time and its regularities and tendencies are determined; the term of “science education concepts” is defined, the forms of their existence (explicit or implicit) are characterised; the periods of the science education concepts development in Ukraine of the studied period are identified and clarified; changes in the structure, content of the science education concepts, in the organization of teaching science subjects in the period under the study are characterised; the positive ideas and shortcomings of the concepts of science education of the past are highlighted; the prospects for using the achievements in modern school are outlined; the trends in the development of modern national concepts of science education in terms of implementing progressive European ideas and practices are identified and characterised. The practical significance is the following: the results of the study can be used for further scientific research on the problem of formation and development of science education, for the preparation and implementation of selective disciplines of relevant topics at the natural sciences faculties of universities, in the system of in-service training of science teachers.