He work deals with the teaching of the discipline «History of science and technology» with the use of distance learning technologies. It is noted that studying the history of scientific knowledge and technological inventions has been attached great importance in the educational concepts of industrial civilization. The aim was to study the experience of scientific inventions and discoveries in order to take into account the mistakes of the past and make the creative work of scientists more effective. The attitude to the development of science was based on the values of the Enlightenment epoch: the cult of scientific knowledge («scientism»); opposition of science to all other types of knowledge; consideration of mankind history as triumph of progress, intellect and science over ignorance and obscurantism. In addition, the study of history of science and technology had also propaganda importance. Leading world powers presented and promoted technical inventions and scientific discoveries of national scientists as the triumph of the nation. If any invention was controversial in terms of authorship or appeared simultaneously in several countries (E.g. radio or internal combustion engine), it was hailed as a priority of domestic scientists. Contemporary teaching discipline «History of science and technology» involves problem- controversial nature promoting students' thinking. The emphasis is put on familiarization with historical facts their analysis and interpretation, on teaching students the methods of self-search and work with necessary information, students' scientific research. The aim is the development of students' professional reflection and adaptation to changing conditions, the ability to demonstrate their competent behavior. When using distance learning, special attention should be given to the consideration of the myths and false stereotypes about certain aspects of history of scientific and technological development that is common in modern society. The first group of myths is related to the fact that in the minds of students there are rather strong irrational notions about the historical lameness of Russia, its inferiority compared to Western countries including the scientific and technological development. The second group of myths is associated with misconceptions about certain aspects of history of art rooted in the public consciousness due to images of cinematograph and literature. The third group of myths is associated with misconceptions about the features of different periods of history of mankind in whole. Furthermore, in history of science and technology there are very interesting question to study for teachers and students. Thus, the problem of prosperity and decline of scientific cultures, questions of creativity of inventors and the discoveries fate, all are of great research importance now. Distance learning technologies provide a good opportunity to use active and interactive methods: making presentations; discussion of various aspects of history of scientific knowledge and technological inventions with the teacher; organization of discussions in online and offline regimes, and etc. That promotes the expansion of horizons and historical erudition of students. For greater efficiency of study of history of science and technology the author offers a differentiated approach to students' learning and extensive use of their individual work.
|Translated title of the contribution||Particularities of teaching of the discipline«history of science and technology» with the use of distance learning technologies|
|Journal||Открытое и дистанционное образование|
|Issue number||2 (54)|
|Publication status||Published - 2014|
Level of Research Output
- VAK List