Analysis and Prospects of the Future Teachers Training of the Integrated

Course “Natural Sciences”

Nataliia V. Valko

1 a

and Viacheslav V. Osadchyi

2 b

Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine

Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine

Keywords:

STEM education, STEM learning, Educational programs, Interdisciplinary, Pre-service teachers

Abstract:

The analysis of four curricula of teachers training of natural sciences in higher education institutions is pre-

sented in the paper. The question of curricula developing for pre-service teachers of natural sciences and intro-

ducing integrated courses in biology, physics and chemistry studying and conducting a new specialization in

the educational branch “Secondary Education” should be studied. We analyzed the characteristics and the cur-

rent state of curricula implementation into the educational process. The analysis of the normative framework

regulated the teacher’s activity is also made. In the framework of the components of teacher’s professional

activity there is considered terms of qualiﬁcation characteristics. The considered professional standards and

qualiﬁcation characteristics made it possible to conclude the curricula correspond to the normative documents

and modern requirements for the professional teacher’s activity. The analysis of four curricula by sections is

carried out. It made possible to compare the list of their components and the logical sequence of courses and to

determine their common and distinctive features. The existence of the integrative component of each curricu-

lum and its conformity to the formation of the professional competences of future teachers was established.

The use of problem-oriented learning technology can form the subject competence, formulated in accordance

with the basic subjects: physics, chemistry, biology, natural science. Subject competence in science is an inte-

grative part of the course. They are based on the formation of the integrity of representations of nature, the use

of science and information on the basis of operation of the basic general laws of nature. The classiﬁcation of

integrated courses is made on the basis of the nature of the relationships between disciplines and the integration

degree. The existence of integrative components in the list of the educational-professional/scientiﬁc program

and their conformity with the classiﬁcation of the integration of courses is established. We also deﬁned the dis-

ciplines of inﬂuence on the formation of integrative competences of pre-service teachers of integrated courses

of natural sciences.

1 INTRODUCTION

Since 2010, specialized training has been introduced

in the senior grades of general educational institu-

tions, according to which students of humanitarian

classes study more than 20 individual subjects, in-

cluding low-hour natural subjects (physics – 2 hours

per week, chemistry – 1 hour, biology – 1.5 hours,

and geography 1.5 hours). It led to the memorization

of a large amount of information that the students did

not need in the future.

In accordance with the order of the Ministry

of Education and Science of Ukraine, from the

2016/2017 academic year, a new specialty “Sec-

https://orcid.org/0000-0003-0720-3217

https://orcid.org/0000-0001-5659-4774

ondary education (natural sciences)” has been added

to the list of specialties “Secondary education”. It

is allowed to train applicants for higher education in

providing for the second specialty (subject specialty)

“... including those that provide the teaching of in-

tegrated courses deﬁned by the institution of higher

education” (MON, 2016a). The educational program

states its peculiarity is “... integrative training for the

performance of functional duties of subject teachers:

biology teacher, chemistry teacher, physics teacher

and teacher of the integrated academic subject “Nat-

ural Sciences”, class teachers in secondary educa-

tional institutions, organizers circles of natural direc-

tion in institutions of additional education; formation

of readiness for self-education and professional self-

improvement throughout life”. Students got a bach-

Valko, N. and Osadchyi, V.

Analysis and Prospects of the Future Teachers Training of the Integrated Course "Natural Sciences".

DOI: 10.5220/0010933000003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 473-479

ISBN: 978-989-758-558-6

473

elor’s or master’s degree and they have possibility to

get the professional qualiﬁcation/subject specialty of

a teacher of natural sciences, physics, chemistry, biol-

ogy.

Since 2018, an experimental program of teaching

students in 10th – 11th grades in the integrated course

“Natural Sciences” has begun in one hundred educa-

tional institutions of Ukraine (MON, 2019; Nechy-

purenko et al., 2021). The explanatory note of the

course says that “the course is designed only for stu-

dents who do not study in natural and mathematical

proﬁles, and for whom natural subjects are not deci-

sive for choosing a future profession”. The authors

deﬁne the main goal of the integrated course “... the

formation of the natural science worldview of stu-

dents, providing them with general education in the

natural sciences, mastering the methods of scientiﬁc

knowledge to explain physical, chemical, geophysi-

cal, biological, ecological and other natural phenom-

ena; solutions to applied problems that are encoun-

tered in the students’ life of and their families, in so-

ciety and in the life of humanity as a whole. These

are mainly situations related to health and disease, the

natural resources use, the state of the environment, the

impact of science and technology”.

At present, the four experimental programs for

studying the course “Natural Sciences” at school have

been developed. These programs integrate topics

from the natural sciences, biology, ecology, astron-

omy, physics, chemistry, and geography into inte-

grated classes and projects. The analysis of the pro-

grams and corresponding textbooks showed that the

authors suggest the scientiﬁc worldview formation

in schoolchildren, ideas about the world’s natural-

scientiﬁc picture, the development of scientiﬁc think-

ing.

Such changes in legislation and education require

the training of new qualiﬁed personnel who are able

to conduct educational activities in accordance with

the approved study programs of the integrated course

“Natural Sciences” and have a high level of STEM

culture, to ensure the modernization of these pro-

grams throughout the teacher’s professional activity

in the context of constant development technologies

and the impact on society.

One of the sources of integrated learning can be

considered the introduction of interdisciplinary con-

nections, which began to be investigated back in the

1960-1970s as a means of educational knowledge

enhancing, the assimilation of scientiﬁc concepts,

patterns by students (Anan’ev, 1966; Esipov, 1964;

Sukhomlinskiy, 1959). Study of the general foun-

dations of didactics in the 1970-1980s, which were

engaged in (Danilov, 1974; Lerner, 1964; Skatkin

and Kraevsky, 1978) intensiﬁed the problems of the

school education content improving, the develop-

ment of cognitive activity and the independence of

schoolchildren. The innovation was the concentrism

reduction, the integrated subjects and courses in-

troduction, the allocation of intra-subject and inter-

subject connections. The integration of the main

types of children cognitive activity is widely used in

our time in various options for organizing integrated

classes at different levels of education from preschool

to higher education. The researches (Arnold, 2010;

Bannan-Ritland, 2003; Booth, 2011; Booth et al.,

2009; Bretz Jr. and Thompsett, 1992; Cambridge,

2008; Dean et al., 2020; Durrant and Hartman, 2015;

Eysenck, 1963; Ferrett et al., 2013; Froyd et al.,

2007; Galvin, 2006; Gross and Pinkwart, 2015; Gupta

and Boyd, 2011; Hinchliffe and Wong, 2010; Kutt

et al., 2019; Lowenstein, 2015; Mang et al., 2017;

McLoughlin and Thoms, 2015; Park, 2019; Shetty

et al., 2001; Walshe et al., 2013; Woodside, 2018) are

discussed the issues.

Analyzing scientiﬁc and methodological publica-

tions, we can conclude the main research areas are

related to the development of the individual courses

and the integration of the content of various aca-

demic subjects. The following issues are also con-

sidered: compliance with state standards, an activ-

ity approach and project-based training in integrated

courses, course content development, competence-

based approach. However, the question of the edu-

cational programs formation for the future teachers

training, teaching the integrated course “Natural Sci-

ences” is not fully covered.

The aim of the study is to analyze the educational

programs of the specialty “Secondary education (nat-

ural sciences)” for preparing teachers for conducting

integrated courses at universities.

2 RESULTS

The gradual introduction of STEM education, accord-

ing to (IMZO, 2021), requires the creation of practice-

oriented teaching methods, curricula within the dis-

ciplines of training courses. Such methods and pro-

grams at the bachelor’s and master’s level are al-

ready being introduced in some higher education in-

stitutions (Valko et al., 2020; Morze et al., 2018; Se-

merikov et al., 2021). In 2019, nine higher educa-

tional institutions are training future teachers of inte-

grated disciplines according to curricula “Secondary

education (natural sciences)”. Such curricula are de-

veloped by teams of authors specializing in various

scientiﬁc ﬁelds. For example, at developing of a

AET 2020 - Symposium on Advances in Educational Technology

474

specialty program “Secondary education (natural sci-

ences)” at the Ternopil Volodymyr Hnatiuk National

Pedagogical University (TNPU), a team from the de-

partments of general biology and methods of teach-

ing natural disciplines, chemistry and teaching meth-

ods, physics and methods of teaching it, geography

and teaching methods worked. At Mukachevo State

University (MSU), representatives of the departments

of mechanical engineering, natural sciences and in-

formation technology, theory and methods of pri-

mary education, tourism and recreation took part in

the creation of the program. A team of special-

ists from the departments of technological and vo-

cational education and general technical disciplines,

social work, social pedagogy and culture, general

pedagogy, preschool, primary and special education

worked on the creation of the program at the Iz-

mail State Humanitarian University (ISHU). At the

Poltava V. G. Korolenko National Pedagogical Uni-

versity (PNPU), the program was created by the de-

partments of botany, ecology and teaching methods

of biology, chemistry and teaching methods of chem-

istry, geography and teaching methods, general physi-

cist and mathematics.

In accordance with the requirements of the

“Guidelines for the description of the educational pro-

gram in the context of new standards of higher edu-

cation” (MON, 2016b), educational programs have a

certain structure. It makes possible to compare them

and identify common and distinctive features.

Each of the programs provides the formation of in-

tegrative competencies, which provide an understand-

ing of the knowledge of the future teacher and his

capabilities after successful completion of training.

Comparison of these competencies with the require-

ments for a teacher, according to the above regulatory

documents, showed that they fully comply with the

established educational standards (Kramarenko and

Nochvinova, 2019). The educational program and

curricula determine the nature of the relationship be-

tween disciplines and the integration degree. There

are the following types of integrative courses (Meeth,

1978):

1. Integration based on one discipline – focusing

on each discipline provides students with special-

ized skills and concepts in the ﬁeld. Specialized

training provides teachers and students with an in-

depth knowledge of the ﬁeld. At the same time,

such a study can lead to information fragmenta-

tion and does not reﬂect the completeness of sci-

entiﬁc research. There is a lack of knowledge

about the relationship between different subjects.

This type is possible for theoretical courses, as a

basis for further study of scientiﬁc concepts and

the formation of an understanding of the direc-

tions of scientiﬁc research in certain industries.

2. Study of parallel courses / modules – in this case,

the content of each subject does not change. Thus,

the effect is achieved when students can indepen-

dently or with the help of a teacher to establish

connections between individual phenomena. The

only drawback is that students do not see the col-

laboration between teachers. In addition, such

work requires sufﬁcient planning time.

3. Additional courses or disciplines – the compari-

son of several disciplines focused on one problem,

without a direct attempt at integration.

4. Integrated courses / modules – are short-term

project activities. Selected activities built on the

interaction between different subjects. Efforts are

aimed at solving socially important issues.

5. Integrated days – long-term projects, primarily on

topics and problems arising from their own expe-

rience.

6. Complete program – fully integrated programs in

which the daily learning of students is linked to

their lives. An example is the summer science

camp.

The curricula provides theoretical and practical

training aimed at mastering the basics of fundamen-

tal knowledge in basic (compulsory) disciplines and

optional disciplines, during which general and pro-

fessional competencies are formed. The analysis of

the curricula made it possible to classify some of the

disciplines as those that provide subject competencies

in the following areas (Valko, 2019):

• scientiﬁc (S) – disciplines form the scientiﬁc pic-

ture of the world, provide the ability to identify,

analyze scientiﬁc models, apply theories. Basic

disciplines such as chemistry, biology, basic sci-

entiﬁc research, and the like were included in this

category;

• technological (T) – disciplines form the ability to

use modern technologies in professional activi-

ties and have an idea of their development trends.

This category includes disciplines such as pro-

gramming, information technology, etc.;

• engineering (E) – disciplines form competencies

in the design and modeling of objects using mod-

ern technologies. This category included such dis-

ciplines as the demonstration experiment, the ba-

sics of electronics;

• mathematical (M) – basic disciplines introduce

mathematical models and methods for describing

objects and processes. Disciplines in this area, for

Analysis and Prospects of the Future Teachers Training of the Integrated Course "Natural Sciences"

475

example, mathematical analysis, higher algebra,

probability theory.

The ratio of the number of credits between the di-

rections is shown in ﬁgure 1. As you can see, the ra-

tio between the different directions is different, which

indicates a difference in educational approaches and

scientiﬁc proﬁles of universities.

Since the disciplines of technological, engineer-

ing and mathematical blocks for specialization are

not basic, then in educational programs the basis is

formed by the disciplines of biology, chemistry, ge-

ography and physics (ﬁgure 1). Within the framework

of these disciplines, conducting integrated classes of

the ﬁrst and second types. Conducting other types

of classes requires signiﬁcant preparation and deliv-

ery resources. Therefore, their use is possible during

periods of educational and pedagogical practice or in

disciplines of free choice.

In the curricula of specialties among the disci-

plines of free choice, there are courses that allow cre-

ating an integrated short-term project activity. As can

be seen from the presented diagram (ﬁgure 1), inte-

grative courses comprise more than twenty academic

credits in the block of disciplines (S). Here is a list of

such courses:

• Natural-scientiﬁc picture of the world

• Concepts of modern natural science

• Simulation of “smart” IoT devices

• STEM education of science teacher

• Trends in energy and resource conservation in the

modern world

• Modern information technologies and technical

teaching aids

• Modeling and forecasting the state of the environ-

ment

• Computer modelling

• Electrical engineering

• Fundamentals of engineering and technology

• Material and technical support of natural sciences

• Statistical methods in natural sciences

• Information technology and technical training

aids

These disciplines integrate the knowledge of

mathematics and science training. The modern tech-

nologies use allows modernizing the approaches to

teaching basic disciplines and disciplines of a profes-

sional direction. Most of these disciplines belong to

the selective block; students are given the opportu-

nity to choose an area of research that is interesting

for them. The presence of such disciplines as Com-

puter Modeling, the Internet of Things ensures the

construction of the educational process in accordance

with the criteria of integration and innovation, since

these courses should be at their core. Each of these

disciplines is responsible for the process of research,

innovation and social development of future profes-

sionals, in particular, future science teachers.

On the basis of the conducted researches we made

the SWOT-analysis of prospects of preparation of fu-

ture teachers of the integrated course “Natural sci-

ences” (ﬁgure 2).

Increasing attention to the future teachers training

to teach integrated courses solves several tasks:

• ensuring the quality of natural sciences and math-

ematics teaching;

• be aware of innovations and independently build

the teaching of the subject using modern techno-

logical and engineering knowledge with the help

of modern technological means;

• creating conditions for the development of sec-

ondary education students’ interest in the study of

natural and mathematical sciences, technologies;

• involvement of young people in the study of exact

sciences and achievements in STEM direction;

• organization of schoolchildren for research and

management using innovative technologies;

• preparation of the person for the decision of

global questions with application of technologi-

cal decisions in the course of training and being

based on innovations in the ﬁeld of technologies;

• opportunities to identify trends in the moderniza-

tion of world technologies and their impact on ed-

ucational activities;

• dissemination of innovations and knowledge

about them in the professional circle and use in

everyday life.

To ensure their successful implementation, teach-

ers of natural sciences and mathematics are needed,

who themselves would be the bearers of the ideol-

ogy of these changes, as well as have the necessary

competencies in STEM education. Therefore, in ac-

cordance with the new educational requirements, the

professional training system of natural sciences and

mathematics future teachers should change, in par-

ticular in terms of their preparation for the use of

STEM technologies in future professional activities.

A comprehensive solution to these challenges is pos-

sible only with a systematic approach to the introduc-

tion of STEM technologies in the educational activi-

ties of future teachers.

AET 2020 - Symposium on Advances in Educational Technology

476

Figure 1: Percentage of subjects of specialization “Natural Sciences” in educational programs.

Figure 2: SWOT-analysis of STEM education implementation.

3 CONCLUSIONS

The curricula analysis of specialties of the course Nat-

ural Sciences allowed to establish that in educational

programs of these specialties integrativity is provided

both in the form of separate disciplines, and in a

course of disciplines of a methodical cycle. Educa-

tional programs partially take into account the scien-

tiﬁc and technical level of development of the modern

world, creating disciplines of innovative content, such

as “STEM teacher education” etc. The SWOT anal-

ysis helped to establish that in order to ensure qual-

ity future teachers training of integrated courses, it is

necessary to focus on creating sufﬁcient resources and

infrastructure of the educational institution; ensuring

equal access and involvement in integrated learning;

training of teachers who will teach integrated courses.

The study will further build the curriculum of inte-

grated disciplines with a balanced presentation of ma-

terials and taking into account the innovative content.

Analysis and Prospects of the Future Teachers Training of the Integrated Course "Natural Sciences"

477

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