FORMATION OF INFORMATION LITERACY OF STUDENTS USING PHENOMENON-ORIENTED AND PROBLEM-BASED LEARNING

Abstract

The widespread use of digital technologies is an integral part of the life of modern society. The constant increase in the amount of information available to people entails the need to develop in the younger generation the ability to navigate the information field, to identify the main and the secondary. The author of the article develops and conducts a series of computer science lessons for high school, the main goal of which would be to develop students’ information literacy, using phenomenon-based and problem-based learning, and also compare the ease of using these approaches for developing information literacy. To do this, schoolchildren in grades 7 and 8 were asked to create a presentation in class within the framework of the topic designated by the teacher. One group of students received a task with elements of phenomenon-oriented learning, the other group received a task posed in the form of a problem. There was also a control group of schoolchildren who did not complete these tasks, but solved practice versions of the state exam. The students, on the one hand, mastered a program for creating presentations during the lesson, and on the other hand, learned to work with large amounts of information. The results of this work and a survey of schoolchildren show that these methods of working with information are, on the one hand, quite difficult for students, especially in the 7th grade, but on the other hand, they are a very useful practice and, in general, contribute to the formation of skills in working with information, and also strengthen interdisciplinary connections.