THE INFLUENCE OF PHYSICS AND COMPUTER SCIENCE TEACHERS ON THE DEVELOPMENT OF STUDENTS' INFORMATION AND DIGITAL COMPETENCE: WORLD PRACTICES
DOI:
https://doi.org/10.31110/2616-650X-vol12i10-007Keywords:
information and digital competence, teachers of physics and computer science, professional activity, IT, learning, vocational educationAbstract
Developing information and digital competence (IDC) is essential to youth training in the 21st century. Formation of students' ICDs is a strategic task of national education. The role of teachers in this process is essential but perceived unequally. Using IT and adapting teaching practices, physics teachers can provide students with interactive and practical learning experiences using specialized software. Computer science teachers are tasked with instilling digital skills to understand the information picture of the world. This study aims to compare the impact of physics and computer science teachers on students' IDC. The comparative analysis focuses on three key areas: teaching methods, student engagement and outcomes, and the effectiveness of different pedagogical approaches. It was found that physics and computer science teachers play separate but complementary roles in the educational system. Physics teachers are traditionally responsible for profoundly understanding the fundamental principles and laws governing the natural world. This involves the development of critical thinking, problem-solving skills, and the ability to apply scientific methods to real-world problems. Computer science teachers focus on developing students' knowledge and skills in using information systems and software, including programming and digital security skills, data analysis, etc. The comparative study of research findings confirmed the complex landscape of students' IDC development and led to several key conclusions: (1) research consistently emphasizes the importance of digital literacy for both teachers and students; (2) research confirms significant gaps in teachers' and students' digital skills; (3) research demonstrates the transformative potential of IT for education; (4) it is essential to develop strategies for assessing students' ICT beyond the schools.
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