Natural science education concept for sustainable development

Abstract

The article is revealed essence and the concept of "ecological and evolutionary approach", conceptual ideas of ecological and evolutionary approach (the idea of evolution and the idea of ecocentrism) are disclosed. Author determined methodological principles of ecological and evolutionary approach to teaching. The concept of teaching natural sciences on the basis of ecological and evolutionary approach and didactic principles of implementation of ecological and evolutionary approach to the teaching of natural sciences (didactic conditions, principles and laws) are developed and scientifically substantiated which is visualized in a didactic model of teaching natural science on the basis of ecological and evolutionary approach. The technology of teaching biology based on ecological and evolutionary approach is developed. Results of pedagogical experiment proved the effectiveness of the technology of teaching biology on the basis of ecological and evolutionary approach and the conception and implementation of teaching principles of ecological and evolutionary approach to the teaching of natural sciences embodied in it.

The region as an object of projecting of neo-spheric existence in the depth of anthroposphere

“…Therefore, in this study, it will have used follow methods such as theoretical analysis and generalization of worldviews of Vladimir I. Vernadsky [1], Lev N. Gumilev [4], Olexandr P. Kovalyov [5], Yuriy M. Lotman [6], Frederick Schelling [7], Oswald Spengler [8]; correlation and comparison of the theory of the biosphere region, the theory of the biosphere of Vladimir I. Vernadsky and the theory of the noosphere by Pierre Teilhard de Chardin [9]; as well as observation and modelling. These problems were comprehended and considered in publications of Vlail P. Kaznacheev [10], Olena O. Lavrentieva [11], Lina M. Rybalko, Oleh M. Topuzov [12], Anatoly Samondrin [13] and others.…”

“…Their sociological essence is focused on the combination of the adaptive and separative images, that leads to the preserving of a person's autonomy in the environment of a certain society. On the stage of reforming by society, the personality can lose their uniqueness [12]. The schools of the 21st century mechanically perform such activity, mainly because of the principle of the "pedagogical conveyor", but due to the resistance of the personality, combine the method of socialisation, (the habitual method of industrialisation era) with the neoteric method of sociamisation (the natural process of the rise of the anthropospheric era, whose fast implementation happens because of the rapid integration of the achievements of the IT industry in people's lives), which is the process and the result of the formation of active and creative personality in combination with their equal and full-fledged integration to the society, as the unity of the citizens respecting the democratically adopted regulations and rules of the life.…”

“…The methodology has to answer on the question how in the best way to find the fundamental points, around which will be founded on learning any particular person and population in general. Clearly, regionalisation is a process of infringement of the symmetry of geospace, which initiates its renovation and stands out as an excess of anthropotisation and raises the problem of anthropologisation [12].…”

“…Additionally, the understanding of the distinctive features of some region expects the adress of biospheric and productive pedagogics. Anthropotised territory must create separate autonomous production (autotrophy) instead of the assumption of different economies (heterotrophy) [12].…”

“…More exactly, it is the system of ties between the personality and the Universum, like the objective reality in time and space. The state of this system should be comprehended as a multitude of relations of independent properties, which characterise the system at some particular temporal moment [12].…”