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Concepts of Education and Their Concrete Implementations in the Teaching of Physics and Mathematics
Abstract
The article deals with the models of specialized education in physics and mathematics, looking at the Ukrainian and foreign experience of implementing the models of specialized instruction in physics and mathematics. According to the Standards of Specialized Scientific Education and the concept of the New Ukrainian School, specialized scientific education programs should be a priority. Specialized physics and mathematics education can be effectively based on the step-by-step model, Mykola Guzyk’s model, the AZIMUT system, the recreational model, and Rostok model. The Polish experience shows that specialized instruction in physics and mathematics has been implemented in general secondary education institutions in line with the main curricula. The author discusses the following educational models of developing learners’ research competence in physics and mathematics: Edyta Gruszczyk-Kolczyńska’s model, Paul Dennison’s method (educational kinesiology), pedagogy of play, drama, Carl Orff’s model, Rudolf Laban’s model, Kniesses’ model, Marta Bogdanowicz’s good start model, Dorota Dziamska’s model, and Wincenty Okoń’s multilateral development model.
Keywords:
research competence, specialized education, physics and mathematics specialization, educational programsDetails
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
