The dissertation study represents the implementation of a comprehensive solution to the problem of modern pedagogical science and practice – the formation of the scientific outlook of future teachers majoring in natural sciences and mathematics in institutions of higher education.
The aim of the research was to theoretically substantiate and experimentally test the efficiency of pedagogical conditions and the experimental model of forming a scientific outlook in future teachers of natural sciences and mathematics.
It is proved that the scientific outlook of a teacher of natural sciences and mathematics is a multi-component synthetic polymodal construct that reproduces its essential features at the intersection of the coordinates of the “personal”/”professional” dichotomy; assumes the formation of an innovative professional culture, systematic and logical scientific thinking, the ability to organize research-oriented learning, intellectual initiative, reflective personality and the teacher’s desire for self-determination as a scientist in professional and pedagogical activity; functions as a dynamic synthesis of scientific-research-analytical and pedagogical-methodical skills, which make it possible to overcome the discreteness in the formation of specialized (scientific and mathematical) and general (pedagogical, methodological, didactic, methodological-research) competences of the teacher; provides comprehensive updating of scientific information on pedagogy, mathematics, physics, natural science, methods of teaching natural and mathematical disciplines, which leads to the formation of student’s awareness of the holistic nature of natural and mathematical sciences as a scientific and socio-cultural phenomenon; records the deployment of a multi-vector research search with the aim of developing an individual scientific strategy for teaching natural and mathematical disciplines; produces the ability of the teacher to actualize interdisciplinary connections in the system of natural and mathematical sciences; provides an adequate selection of personalized methods of teaching science and mathematics disciplines, developed on the basis of the activation of academic integrity, academic productivity, cognitive self-projection of the future science and mathematics teacher as a scientist and researcher. It is proved that the scientific outlook in the system of professional and pedagogical activity implements systematizing-adaptive, scientific-generative, and professional-coordinating functions. The structural organization of the phenomenon “scientific outlook of a teacher of natural sciences and mathematics” is represented by gnoseological-professional, scientific-methodological and acmeological-self-determining components.Based on the markers of the formation of the scientific outlook, the creative-productive, normative-variational and reproductive-basic levels of the formation of the studied phenomenon are characterized.Pedagogical conditions for the formation of the scientific outlook of future teachers of natural sciences and mathematics have been defined and scientifically substantiated: concentration of future teachers’ attention on the scientific and research segment of future professional and pedagogical activity; construction of a scientific environment in an institution of higher pedagogical education; providing facilitation and pedagogical support for the process of future teachers’ development as researchers.A three-block (goal-determining, praxeological-supporting, result-fixing blocks) experimental pedagogical model of the formation of the scientific outlook in future teachers of natural sciences and mathematics has been developed.A three-stage methodology of forming the scientific outlook in future teachers of natural sciences and mathematics in the process of professional training has been developed.
