Academic journal article Journal of Organizational Culture, Communications and Conflict

Formation Model of Information Competence of Bachelors Specializing in Mathematics & Computer Sciences

Academic journal article Journal of Organizational Culture, Communications and Conflict

Formation Model of Information Competence of Bachelors Specializing in Mathematics & Computer Sciences

Article excerpt

INTRODUCTION

In order the students who are going to work in the field of information technology and, in particular, specializing in "Mathematics and Computer Science" become highly qualified workers, they must not only master a certain set of knowledge and skills, but also get sufficient experience with modern information technologies, and, above all, acquire the ability to selfdevelopment. All this, combined with a certain lack of classroom time and the constant increasing amount of information intended for assimilation, makes it necessary to use electronic educational technologies in the learning process as its integral components.

We believe that for the effective formation of information competence (IC) of bachelors specializing in "Mathematics and Computer Science" one should apply in the process of learning a set of integrative, differentiated, as well as personality-centered, competence-based and profession-oriented approaches, realized by means of electronic educational technologies. Note that the last, we believe the latter to be appropriate to use not as the only possible means of training but in combination with traditional means, forms and methods, i.e. within the framework of the so- called blended learning. Thus, under the informational competence of bachelors specializing in "Mathematics and Computer Science" we mean an integrative professional-significant quality of personality, which is the ability to use all sorts of information with the application of modern IT tools in the process of professional activity, as well as readiness for continuous improvement of the methods of realization of professional activity in accordance with changes in the field of information technology. We have also revealed the structure of information competence of bachelors of Mathematics and Computer Science. On the one hand, in accordance with the federal state educational standards, it is represented by two components: general and professional. And last one, in turn, is divided into four components: research, production and technological, organizational-administrative and pedagogic. On the other hand, in the structure of IC of bachelors specializing in "Mathematics and Computer Science" we have differentiated three components: knowledge, operational and personality. Knowledge component characterizes bachelors' proficiency in professional thesaurus, working knowledge of modern information technology (IT) and the possibilities of its using in professional work, modern IT development trends. Operational component determines: the skills and abilities of bachelors in the application of IT in professional activities, the ability to create new software IT tools with consideration for the general trends of their development, bachelors' experience of project work in computer technology, the ability to work in a team. The personality component of information competence involves an adequate level of computer self-efficacy (Polanyi M., 1958, p.466; Nesdale D., Pinter K., 2000, pp. 608; Makletsov S.V, Starshinova T.A., Volovich L.A., 2013, p.311) of bachelors, constant development of certain areas of cognitive sphere of graduates, being the most important in effective handling information technology, the ability to reflect on and analyze the current level of development of personal information competence, the existence of intrinsic motivation to the professional activity and, ultimately, professional self-development ability.

PEDAGOGICAL MODEL

An appropriate pedagogical model has been developed for the formation and development of information competence in future bachelors specializing in "Mathematics and Computer Science". It comprises 5 related units: target, methodological, content, organizational-procedural and evaluative.

The target unit includes a goal and the tasks that are to be solved to achieve it. To solve them, it is needed to apply a set of pedagogical approaches and realize a number of principles presented in the methodological unit. …

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