DEVELOPMENT OF THE CONCEPT OF INFORMATION AND DIGITAL COMPETENCE IN THE PRACTICE OF DOMESTIC SCIENCE EDUCATION

Abstract

Formulation of the problem. One of the critical competencies of students, the formation of which is provided for by several regulatory documents, is information and digital competence, which is reflected in the Concept of the New Ukrainian School and the curricula for physics and natural sciences. However, the State Standard of Basic Secondary Education refers to forming ICT competence in students, defined by the term "information and communication competence."

Materials and methods. Theoretical (analysis of scientific sources and normative documents in the context of definitions of information and communication and information and digital competencies) and empirical (interviews and pragmatics) research methods were used.

Results. The essence, structure, features, models of formation and correlation of information and communication and information and digital competencies in the process of studying physics in secondary schools are determined, which will help to specify these concepts and, in particular, will be useful for planning and forming the content of working documents by educators based on the competence approach. The analysis of domestic and foreign scientific data on the problem under study is carried out. It is found that with the widespread introduction of digital technologies in the educational process, the concept of information and digital competence has replaced the concept of information and communication competence, which is reflected in the content of practical educational documents.  The article highlights the characteristic features and main components of information and digital competence of students of basic secondary education: information and media literacy, knowledge of Internet safety and cybersecurity, ability to create digital content, problem-solving skills, and learning resources.

Conclusions. Formation of information and digital competence requires critical thinking skills, compliance with the rules of behavior and safety in the Internet environment, understanding of general social problems created by digital technologies, and the ability to use information resources in educational activities. Therefore, the formation of information and digital competence in science education should be carried out with the wide involvement of students' research activities, in particular, with the use of digital educational laboratory equipment, virtual laboratories, the use of STE(A)M approach to curriculum development, m-Learning technology, etc.