THE BIOLOGICAL COMPONENT OF THE NATURAL SCIENCE EDUCATIONAL FIELD: FORMATION OF KEY COMPETENCIES IN THE PROCESS OF PROFESSIONAL TRAINING OF SPE CIALISTS

Abstract

The article examines the key aspects of learning outcomes formation related to the study of biology. The main focus is on the importance of preparing professional specialists in accordance with the model curricula "Biology for Grades 7–9," implemented in the educational process of general secondary education institutions and aligned with the conditions of the New Ukrainian School (NUS). Attention is drawn to the learning outcomes proposed by the developers of the model biology curricula, and it is substantiated that the outlined programs insufficiently implement the didactic requirements for formulating expected learning outcomes and selecting types of learning activities to achieve them. The importance of the principles of the biological component, scientific rigor, systematization, accessibility, connection of learning with real life, student activity, individual approach, and emotional engagement in learning is proven, as these contribute to achieving effective outcomes and developing key competencies in educational process participants. The main components of the educational process at Hryhoriy Skovoroda University in Pereyaslav are identified through the implementation of the educational professional program "Secondary Education (Biology and Human Health)" at the first (bachelor's) level of higher education. A structural scheme of the holistic system of biological training for specialists is developed, demonstrating the interrelation of educational components that form the key competencies of future specialists. Emphasis is placed on the importance of the components and methodological approaches to their provision, which develop knowledge about the structure, functioning of organisms, and their interaction with the environment-essential in the professional activities of biology teachers. The educational components presented in the study are relevant for ensuring the professional training of biology teachers, but their application remains incomplete due to the absence of a unified higher education standard for the "Secondary Education" specialty.