BASICS OF HEREDITY: AN EXAMPLE OF A DEDOGMATIC APPROACH TO NATURAL SCIENCE IN GENERAL AND SUPPLEMENTARY EDUCATION

The Institute of Education Content, Methods and Technology of the Moscow City University is working on updating the content of the Moscow Electronic School (hereinafter referred to as MES). MES is a single electronic environment for planning learning sessions and hosting various learning materials (course work programmes, lesson scripts, evaluative materials, textbooks and workbooks, learning labs, etc.). The Institute’s tasks include provision of methodological support to teachers, choice help of the most interesting and relevant teaching and methodological developments, and implementation of their own developments for the MES. The article considers a model development of the topic «Basics of Heredity», describing the organization of the learning process, when not only the scientific facts, regularities that need to be memorized become the education’s content but also the way of creation of scientific knowledge itself. It shows how scientific discoveries can be mastered in their dynamics — from stating research problems by students to creating scientific models and describing research results. The article highlights the importance of learning incomprehension which generates learning communication and thinking. Learning incomprehension occurs in the space of a problematic situation, the attributive feature of which is a logical contradiction. The contradiction is overcome by stating research problems by students themselves and conducting real or virtual experiments. This organisation of the educational process stems from an understanding of educational content as a trinity of subject content, ways of organisation of the learning process and the type of relationships between the participants of educational process. The third component indicates to the importance of students’ learning activity, the irreducibility of their subjective position. According to the developers, these materials can be used by teachers in order to create a modern educational content, achieve relevant educational results for students and they can serve as a precedent for other methodological developments that make educational content more meaningful and contemporary