DEVELOPING FUTURE TEACHERS' CAUSATIVE-SYSTEMIC WORLD OUTLOOK WITHIN THE MODEL OF SHAPING UNIVERSAL SCIENTIFIC WORLDVIEW

Abstract

The article addresses the issue of implementing causative-systemic approach towards shaping scientific world outlook that targets the development of future natural science teachers' universal scientific worldview. The article analyses recent concepts and discussions concerning the development of pedagogical universities' students' scientific world outlook. The paper addresses a number of fundamental notions comprising the nuclear segment of a person's worldview. The article discusses the notion of "natural causality" and draws its correlations to basic categories that shape one's worldview. The paper outlines basic patterns and principles (those of purpose, systemic integration, wholesomeness, variability, coherence, systemic organization, universal nature etc.), conditions of a "didactic resonance", shaping of "didactic attractors", and defines didactic contamination, didactic balance, didactic modeling as nuclear constituents of the suggested model of shaping teachers' universal scientific worldview. Special attention is paid to the natural-scientific component of the said worldview. The article discusses experimental data that reflect the results of implementing the suggested model and methodology at the university level. The results testify to the achieved impact upon the level and quality of natural science senior students' theoretical thinking.

Didactic notions and assumptions are generalized in image-symbolic and hierarchical systemic planes thus explicating causative fractal analogies of the worldview's notional components. Shaping the said notions is carried out in regard to the patterns suggested by the universal laws of nature. The article also employs the principle of synergy: the universal scientific worldview is modeled as a consequential construal resulting from interaction and mutual amplification of scientific-informational and methodological-conceptual planes.