Формування основ критичного мислення у студентів ЗВО в контексті вивчення еволюційної теорії

Abstract

У статті висвітлено педагогічні підходи до формування у студентів закладів вищої освіти критичного мислення під час вивчення дисциплін природничого циклу, а саме еволюційної теорії. На основі аналізу історичних та сучасних джерел розкрито сутність поняття «критичне мислення» та показано сучасну технологію формування навичок аналізу історичних джерел та пошуку необхідної інформації. Подано відомості про природний та штучний добір як фактори еволюції та методи ознайомлення з ними студентів. Запропоновано цікаві форми і методи роботи для формування критичного мислення під час пошуку студентами інформації для розкриття поняття «конвергенція» та проведенні штучного відбору домашніх тварин та виведенні сортів рослин людиною. The article highlights pedagogical approaches to the formation of critical thinking in higher education institutions students during the study of the disciplines of the natural cycle, namely, the evolutionary theory. On the basis of analysis of historical and modern sources, the essence of the concept of "critical thinking" is revealed and the modern technology of forming the skills of analysis of historical sources and the search of the necessary information is shown. Information on natural and artificial selection as factors of evolution and methods of familiarizing students with them is given. It is noted that Charles R. Darwin distinguishes between two forms of artificial selection: methodical and unconscious. The unseen selection, the earliest one, consists of preserving the most valuable specimens and destroying less valuable ones without the intention of bringing out a new variety or new breed. Methodical selection is carried out by people consciously, in advance determining which features should be changed, and then continuously and systematically selects the parents and crosses them, submits eliminating unfit forms. It is stressed that students during independent study should find proofs of natural selection in the scientific literature and informational environment and establish that natural selection in the narrower sense is the predominant survival and reproduction of individuals and groups of individuals, better adapted to changing conditions of existence, resulting in gradually formed adaptive expedient features of the species. C. Darwin gives a large number of examples illustrating the effect of selection. A large number of facts were obtained later; A number of observations, direct and indirect experiments in this regard have also been conducted. For reflection students can offer interesting information on this issue. The forms and methods of work for the formation of critical thinking during the search for information by students for the discovery of the concept of "convergence" and the conduct of artificial selection of domestic animals and the removal of plant varieties by man are proposed. The training of future teachers who are able to creatively and responsibly treat education and preparation for the life of the younger generation is impossible without providing them with the basics of critical thinking in various spheres of social life, and especially in the realm of natural sciences. Systematic and consistent work in this direction will contribute to the formation of students of such qualities as curiosity, cognitive interest, persistence in mastering knowledge and greatly broaden their horizons.