DEVELOPING PREDICTIVE COMPETENCE IN FUTURE COMPUTER SCIENCE TEACHERS THROUGH THE INTEGRATION OF TEACHING PRACTICE AND MATHEMATICAL STATISTICS ASSIGNMENTS
DOI:
https://doi.org/10.31110/fmo2026.v41i3-04Keywords:
prognostic competence, preservice computer science teachers, mathematical statistics, project-oriented learningAbstract
Formulation of the problem. The article addresses the development of preservice computer science teachers' prognostic competence in the course Probability Theory and Mathematical Statistics. The relevance of the study is determined by the need to foster future educators’ ability to predict educational outcomes in the modern, digitalized, and uncertain educational environment. The article presents the experience of implementing project-oriented learning, which involves students’ collection and processing of research data during pedagogical practice. The impact of practice-oriented projects on the level of prognostic competence formation is analyzed.
Materials and methods. The study employed analysis and synthesis of scientific and pedagogical literature, modeling of a methodological approach to teaching, and a pedagogical experiment in the format of the case method, conducted with second-year students majoring in 014.04 Secondary Education (Computer Science). The level of predictive competence development was assessed using the “Forecasting Ability” questionnaire. Statistical analysis of the obtained data was conducted using Student’s t-test.
Results. The analysis of scientific sources clarified the essence of prognostic competence and identified its main structural components. The results of the experimental work demonstrated that implementing the developed methodological approach contributes to the development of the cognitive-informational, intellectual-mental, instrumental-technological, and worldview-professional components of prognostic competence. Based on survey results conducted before and after the implementation of practice-oriented projects, an increase in the level of prognostic competence was observed, confirming the effectiveness of the proposed methodological approach.
Conclusions. The effectiveness of integrating the course Probability Theory and Mathematical Statistics with pedagogical practice for the purposeful development of prognostic thinking of preservice computer science teachers was substantiated.
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