METHODOLOGICAL BASIS OF FORMATION OF ENVIRONMENTAL COMPETENCE WITHIN THE INTEGRAL COURSE “EXPERIENCE THE NATURE”

Abstract

The article examines the issue of the formation of environmental competence as a part of nature study for students, and represents the model program of T.V. Korshevniuk “Experience the Nature”. 5-6 grades (integral course)” for institutions of general secondary education.
The goal of the research is to substantiate the methodological basis of the formation of the students’ environmental competence while studying under the new model program. To achieve the goal, general scientific and special research methods were used (analysis, synthesis, systematization, comparison, and generalization) to uncover to what extent the issue is explored. It is clarified that the model program fully meets one of the requirements of the State Standard of Basic Secondary Education for the level of the formation of the environmental competence through acquired skills. The importance of the development of the environmental competence of pupils is accentuated; it involves the abilities to investigate and highlight the ecological aspects of any human activity, to assess the consequences of anthropological influence, to understand the biological ground of rational nature management and protection, to comprehend the need of balancing the necessities for comfortable living of humanity with the possibilities of environmental resources to satisfy it. The types of educational activities that involve direct contact with natural objects are offered: pre-planning and observing a natural object (for choice of a teacher); pre-planning and experimenting (for choice of a teacher), etc. It is pointed out that such types of practical activities lead to the creation of the ability to explain the value of nature and knowledge about it as well as traits of character and human qualities helpful in learning about nature. The unified approach to the study of inanimate nature objects and living organisms is suggested, which emphasizes their equivalence within the ecosystem and the equivalence of all environmental components without exception. It is stated that this is a way to line up the value hierarchy of students and the place of ecological and co-evolutionary values within it, which is one of the bases of the formation of the environmental competence.