Abstract
The article examines the methodological and methodical foundations for the development of natural scientific literacy of pedagogical university students in the context of the cultural approach. The productivity of this approach as a conceptual framework integrating scientific knowledge into the system of cultural values and worldview orientations of an individual is substantiated. The authors have developed a multidimensional characteristic model of professional competence of a physics teacher in the field of forming and developing students’ scientific literacy, including cognitive, operational, personal and motivational components. The methodological substantiation of applying the cultural approach to the content of science education and the corresponding practical tools for its implementation are presented. The paper proposes the author’s competence model of a student’s scientific literacy with a level-based description of competence formation. Special attention is paid to establishing connections between scientific concepts and mathematical apparatus through the integration of theoretical and empirical methods of scientific cognition. In the practical part, a diagnostic assessment card is proposed, allowing to assess the levels of students’ scientific literacy formation on the basis of specially developed criteria and indicators. The research results are of significant interest for teachers of scientific disciplines and mathematics, can be in demand in the system of pedagogical education (including retraining), as well as in scientific research of higher school teachers and postgraduates.
Keywords
- scientific literacy
- cultural approach
- pedagogical university
- teacher professional competence
- competence model
- interdisciplinary connections
- education methodology
- diagnostics of competence formation
- science education
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