Formation of visual and information culture of pre-service mathematics and computer science teachers: procedural criterion

In terms of digitalization of the educational environment, a competitive teacher must have the high level of formation of visual and information culture. This article presents the results of determining the level of formation of visual and information culture of pre-service mathematics and computer science teachers by procedural criteria, which is characterized by the ability to pedagogically appropriate to select, apply, create their own cognitive-visual models, adapt them to the conditions of the educational process and the solution of professional problems; have the rules, practical techniques and priority methods of analysis, synthesis, generalization, structuring of educational content, presenting it in a structurally understandable form given the pedagogical purpose and capabilities of the recipient; mastery of practical techniques of visual translation (the ability to translate the visual image into verbal language and vice versa), the presentation of educational information in the form of cognitive structure.

Indicators of the procedural criterion we have identified the ability to rationally choose the cognitive visualization technology to create their own cognitive-visual models and the ability to assess the effectiveness of the selected technology taking into account the visual type of perception of educational information by students; ability to develop educational materials for different educational purposes, created on the basis of computer visualization and appropriate, balanced and justified to implement them in the educational process.

Statistical calculations by the procedural criterion confirmed the equality of the average of selected samples (two experimental EG1, EG2 and control CG groups) for each pair of samples for each indicator at the beginning of the experiment and the statistical difference of the selected samples: for each pair of samples EG1 – CG and EG2 – CG and statistical homogeneity in groups EG1 – EG2 at the end of the experiment.