СУЧАСНІ ПІДХОДИ ДО ДИФЕРЕНЦІЙОВАНОГО ВИВЧЕННЯ ПРИРОДОЗНАВСТВА В ШКОЛІ
Authors: Dechtyarenko S. G. , Korzh A. P. 
Published: April 2016

<p>The article analyzes the possibility of differentiated study natural science at school on the basis of ecological educational process. Natural science is the science about nature as a single unity or totality of the natural sciences, which constituting a single unit. The main aim of the course is to develop student’s natural science competence through integrated mastering system knowledge about nature and man, the basics of environmental knowledge, ways of improving teaching and learning activities, development of value orientations in relation to the nature.</p> <p>There is strong need to review approaches to teaching nature science at schools, taking into account the general trend of greening of the educational process. The aim of the work is to analyze the possibility of practical application of modern approaches to differentiated teaching of the nature science at school greening within the educational process. In our view, the environmental component may be a basis to the formation and differentiated teaching in general. The environmental component of the educational sector has been aimed to the student’s environmental consciousness and compliance with rules of environmentally safe behavior in the environment. The learning of the integrated knowledge about nature and man can be submitted through the prism of action of the environmental factors according classic approach to their classification: abiotic, biotic and anthropogenic factors. In parallel, it is reasonable to raise the issues of practical importance as some natural objects and actions of each of these factors.</p> <p>The new degree of the studying of the environment has been provided by the beginning of the systematization of knowledge about natural objects and structure of the universe, by the formation of primary concepts about the relationship between the world of the living and inanimate nature, between organisms and between human activities and changes that has been occurred in the environment.</p> <p>In our view, the special attention is the possibility of attracting differentiated approach to the planning and implementation of educational process. On the primary level the special efficiency has been acquired to the special observation of natural phenomena and the effects of individual factors: the studying of plants in the office and preschool area, the animals at the zoo corner etc. The problem of developing abilities to the using of knowledge while making appropriate tasks has been required a differentiated approach, not only for their content but also the method of teaching their decision according to their level of difficulty. The tasks due to its orientation may include: forming general ideas about modern environmental picture; understanding of the relationship of living and inanimate in nature; formation of ideas that man is a part of nature.</p> <p>Environmental tasks allow students to summarize information about the specifics of the organization and functioning of natural and anthropogenic ecosystems, the influence of various factors on them. The result should be the ability to classify the phenomenon, the ability to distinguish the important from the secondary, the ability to provide scientific evaluation of phenomena, argue and prove their point of view. The highest level of using of the differentiated approach could be considered the using of design technologies that can ensure the formation of interdisciplinary connections and the pupil’s integrative learning about nature. One can subsequently supposed to pay attention to the studying of design technologies and their importance for the studying of nature science.</p> <p><em>Keywords: science, life competencies, differentiation of the educational process, greening, world view.</em></p>