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Urgency of the research. The term "science education" has been used in pedagogical literature for more than 120 years. In the field of Ukrainian pedagogical practice, the term is not widespread and has not have common and coordinate interpretation, nevertheless elements of science education are actively used through the organization of pupils’ research activities, and through the law "On Education". One of the most important practices of using the concept is the system of the Junior Academy of Sciences of Ukraine, which has many years of experience in this field, and for which in 2017 it received the status of UNESCO Center 2 with the strategic goal of developing science education in Eastern Europe and other countries.

Target setting. Since the term "science education" is still new in Ukrainian pedagogy, we consider it necessary to generalize the existing approaches to the interpretation of this concept, and determine some commonly used terms of this pedagogical concept.

Actual scientific researches and issues analysis. In the article we have been described the most cited foreign works concerning the   science education terms – William F. Mccomas, Susan Carey, Rodger W. Bybee. As well as existing publications in Ukrainian publications, in particular by Yuri Hotsuliak and Maxim Halchenko, Stanislav Dovgyi, Denis Svyrydenko, Victoria Nebrat and Svitlana Babiichuk, as well as Natalia Polikhun, Irina  Slipukhina, Igor Chernetskyi and Lilia Hrynevych.

The research objective. To generalize the approaches to the interpretation of the term "science education" and to substantiate the author's understanding of the term.

The statement of basic materials. In the article, we have been considered some approaches to understanding the term "science education", both foreign and domestic authors. Have been substantiated own understanding of the term, based on the experience of the Junior Academy of Sciences of Ukraine also. Have been described the most commonly used terms of science education and delimited their semantic field.

Conclusions. The pedagogical concept of science education has been formed and is actively developed as the response to the challenges of the ever-changing and ever-increasing information-technological environment of human existence. Experts of the World Economic Forum believe that in the near future more than a third of the required professional skills will change. Given this, one of the biggest challenges facing to education is to prepare students for these changes, pupils who be able to think critically and create new solutions.

Key words: science education, research activity, scientific type of thinking, science literacy.

 

References:

  1. Bybee, R 1977. ‘The new transformation of science education’, Science Education, Volume 61, Issue1, p. 85–97. DOI: 10.1002/sce.3730610110
  2. Dovgyi, S, Nebrat, V, Svyrydenko, D & Babiichuk, S 2020. ‘Science education in the age of Industry 4.0: challenges to economic development and human capital growth in Ukraine’, Naukovyi Visnyk Natsionalnoho Hirnychoho Universytetu, Issue (1), p. 146-151. DOI: 10.33271/nvngu/2020-1/146
  3. Mccomas, W ‘The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning’, Rotterdam, The Netherlands: Sense Publishers, 124 p.
  4. Susan, C 2000. ‘Science Education as Conceptual Change’, Journal of Applied Developmental Psychology, № 21, p. 13–19
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  8. Hrynevych, L 2020. ‘Osvita pislya pandemiyi. Chastyna 2. Trendy maybutnʹoho shkilʹnoyi osvity (Education after the pandemic. Part 2. Trends in the future of school education)’, Nova ukrayinsʹka shkola, Available at: <https://nus.org.ua/view/osvita-pislya-pandemiyi-chastyna-2-trendy-majbutnogo-shkilnoyi-osvity/> [Accessed 20 June 2020].
  9. Polikhun, N, Slipukhina, І & Chernetskyi, І 2018. ‘Naukova osvita yak innovatsiya v systemi osvity Ukrayiny (Science education as an innovation in the education system of Ukraine)’, Naukovi zapysky Tsentralʹnoukrayinsʹkoho derzhavnoho pedahohichnoho universytetu imeni Volodymyra Vynnychenka. Ser. : Pedahohichni nauky,  № 168., s. 186-189.