| Annotation |
The article discusses the problem of forming secondary school students’ perceptions of the modern system of scientific cognition methods. The relevance of this problem is determined by the need to include the computer modeling method in this system as an object of study. This method, mastered by schoolchildren in the informatics course (basic and specialized), is hardly applied in teaching natural science subjects. At the same time, the readiness of school graduates to apply modern methods of cognition in solving cognitive tasks, including the use of information technology tools, is defined by the Educational Standard as one of the most important meta-objective learning outcomes. It is established that the level of meta-objective generalization of experience in computer modeling can only be achieved by including this method in the practice of teaching a complex of educational subjects, and primarily, natural sciences. The importance of mastering the system of generalized methodological guidelines for the organization schoolchildren’ educational work on the development of this method by a subject teacher is substantiated. The basic guideline of this system is defined: the structure of computer modeling in its version adapted for secondary school. The article provides an overview of the approaches of researchers to the development of such a structure. The differences between these approaches are revealed. The novelty of the research lies in the adjustment of the stages of computer modeling as a method of cognition and the detailing of their content. The functions of the method (constructive, instrumental) are indicated, which should become the subject of study and development for schoolchildren. The practical significance of the results obtained is associated with the creation of a functionally more complete indicative basis for the practice of using computer modeling in teaching. For school students, this is important for a deeper understanding of the essence of the method and the features of its use in solving research tasks. For a teacher, this is the basis for purposeful planning and organization of teaching computer modeling to schoolchildren within the framework of a basic training course in the subject, including the construction and implementation of a system of its interdisciplinary links with courses in informatics and mathematics.
|
| References |
Popov, S. E. Methodical system of teacher training in the field of computational physics: monograph. Nizhny Tagil: NTSPA, 2005. (In Rus.)
Teregulov, D. F. Preparation of future teachers for the use of natural computing experiment in teaching physics. Cand. sci. diss. Yekaterinburg, 2017. (In Rus.)
Lyaptvsev, A. V., Tiukanov, A. S. The combination of real and virtual experiments in teaching physics at a pedagogical university. Education Informatization and E-Learning Methodology: Digital Technologies in Education, Proceedings of the 4th International Scientific Conference. Krasnoyarsk: 2020: 226–230. (In Rus.)
Nikitin, A. V., Slobodianiuk, A. I., Shishakov, M. L. Computer modeling of physical processes. M: Binom, Laboratory of Knowledge, 2011. (In Rus.)
Babina, O. I. Comparative analysis of simulation and analytical models. Simulation Modeling. Theory and Practice, Proceedings of the 4th All-Russian Scientific and Practical Conference. St. Petersburg’: 2009: 73–77. (In Rus.)
Maier, R. V. Computer Modeling: Modeling as a Method of Scientific Knowledge. Computer Models and their Types. Scientific Electronic Archive. Web. 17.02.2024. http://econf.rae.ru/ article/6722. (In Rus.)
Samarsky, A. A., Popov, Yu. P. Computational experiment in physics. Science and Humanity. M: Znanie, 1975. (In Rus.)
Сelected works of A. A. Samarsky; ed-n Gulin, A. V., Dmitrieva. V. I. M: MAX Press. Web. 12.04.2024. http://samarskii.ru/ artic-les/1979/1979-002ocr.pdf. (In Rus.)
Birikh, R. V. On computer models in the school physics course. Bulletin of PGGPU. Series: ICT in Education, no. 2, pp. 27–33, 2006. (In Rus.)
Kondratev, A. S., Finagin, A. A. Computational Experiment within the school physics course. Computer tools in education, no. 1, pp. 25–30, 2004. (In Rus.)
Starodubtsev, V. A. The methodological role of computer practicums. Open and Distance Education, no. 2, pp. 34–40, 2003. (In Rus.)
Bayandin, D. V. Dynamic interactive models to support students’ cognitive activities. Bulletin of the PGPU. Series: ICT in Education, no. 5, рр. 30–44, 2009. (In Rus.)
Аntonova, D. A. Methodical system of productive teaching for future teachers in the development and application of computer simulations of educational physics experiments. Educational Experiment in Education, no. 4, pp. 43–57, 2023. (In Rus.)
Аntonova, D. A., Ospennikova, E. V. Computer simulations of educational physics experiments: methodological and didactic aspects of application in teaching. Pedagogical Education in Russia, no. 6, pp. 13–23, 2021. (In Rus.)
Аntonova, D. A., Ospennikova, E. V., Educational computer simulations of physics experiments. Modern Problems of Science and Education, no. 6, 2021. Web. 11.04.2024. https://science-education.ru/article/view?id=31217. (In Rus.)
|
