INFORMATION AND COMMUNICATION TECHNOLOGIES AS A TOOL FOR FORMING VISUAL LITERACY IN TEACHING NATURAL SUBJECTS

Abstract

The processes of informatization of education have led to the transformation of traditional approaches to the organization of the educational process. In addition to the introduction of technical means, the active use of Internet resources and interactive technologies, researchers have increasingly begun to pay attention to the use of specialized software in order to increase the visibility of educational material.

The purpose of the study is a comprehensive study of the pedagogical potential of information and communication technologies in the process of forming visual literacy of future teachers of natural sciences. Particular attention is paid to the analysis of the role of means of visualizing educational material as an effective tool for facilitating the perception, comprehension and assimilation of complex concepts of the natural science cycle.

Methodology. The methodological basis is the provisions on visualization as a means of cognitive activity, the theory of learning in a digital environment, as well as the principles of visual thinking in education.

Scientific novelty consists in the generalization and systematic analysis of the role of visualization of educational material in teaching natural sciences in the conditions of digital transformation of education. Unlike previous studies, the work substantiates a holistic approach to the implementation of cognitive visualization technologies in pedagogical training. The advantages and limitations of modern ICT tools (Phet, Labster, AR/VR) in the formation of visual thinking and the development of critical analysis are systematized. The pedagogical conditions for the effective use of digital visual tools to increase students' motivation and cognitive activity are determined.

Conclusions. Visualization of the educational process in the context of the New Ukrainian School is an important tool that contributes to improving the quality of education. However, most studies focus on the use of visual tools in school disciplines, such as mathematics, foreign languages, and biology, without due attention to the preparation of teachers for the implementation of cognitive visualization in science education. Visualization is an important component of the educational process, in particular in the study of science, where it helps students better perceive complex concepts and develop abstract thinking. The use of visual teaching aids activates students' cognitive activity, increases motivation and interest in learning, and also contributes to the formation of skills of logical analysis and generalization of knowledge. This is especially important in the context of studying such complex disciplines as biology, where visual elements can significantly improve the understanding of abstract concepts. Visualization also helps to better adapt educational content to the individual characteristics of students, making learning more accessible and exciting.