English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

The theoretical aspects are revealed regarding the role of biology as one of the leading sciences of nature, in the formation of the students’ scientific worldview. It is emphasized that the content of the school subject “Biology”, methods, forms and means of study thereof, should be aimed at the formation of the students’ worldview. There are highlighted the main pedagogical conditions of the stepwise formation of the students’ worldview when teaching biology, taking into account the specific kinds of activity of the students and the teacher. As a structural unit of the pedagogical process there are designated the person-developing learning situations based on the relationship between the educational activity and life experience as well as the independent creative activity of the student, for the implementation of which the traditional content and techniques of teaching biology are reconstructed-the biological concepts of the worldview nature, creative tasks, problem situations, worldview-oriented issues with regard to the age-specific features of the students are emphasized. The obtained results of the pedagogical diagnostics, aimed at identifying the level of the formedness of the students’ scientific worldview, confirmed the effectiveness of the chosen pedagogical conditions.

Pedagogical conditions for the formation of the students’ scientific worldview when teaching biology