E. Smirnov et al. / Natural Science 2 (2010) 1400-1406

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scientific-methodical development;

Between the necessity of creating in students the

skill of construction of algorithmic model, while

solving a science, mathematical and real problem,

and significant volume of the calculations inter-

fering with comprehension of a model structure;

Between the necessity of formation computing

skills of students and practical use by students of

computer mathematical systems when they solve

problems independently.

We understand that scientific thinking of students will

be have a background if the essence of scientific recog-

nition is opened and will be have the special educational

activity of students in the integration ICT in science ori-

ented on competence based education [5-7]. We should

pay attention for scientific activity, scientific interactions

and cognitive acts similar the scientists work. The good

experience in technologies, the materials and infra-

structure developed was considered as important for the

development of patterns for repeating. We should create

the innovative forms (didactical models and technologies)

of organization of student activity using ICT in science

with high motivation. Therefore we should consider with

students the useful, beautiful and essential professional

tasks in science learning using modelling and visua-

lization of complex procedures.

In this paper we will emphasize three aspects related

to science learning with ICT and the professional

development of engineer in integration process. First, we

think it is a good idea to emphasize the scientific metho-

dology with ICT [8,9]. How can we show our students

the beauty and use of science and the way a scientist

thinks and tries to find the truth? Content, subject matter,

will be important, but we should reach the essence of

phenomena or process sometimes only using ICT. However,

to introduce science for public understanding we must

emphasize the thinking process of scientists. It will help

the students to get a better understanding of what science

and practice is all about and at the same time it will

motivate them to learn (more) about science with

visualization of algorithmic procedures and adequate

mathematical actions. Second, we like to modelling the

real phenomena and process (including mathematical,

science and information models) in integration on

different levels with forming the research habits and

skills (with the use of ICT). At last we would like to

form the engineering skills: problem solving in choice

situation; operating the evaluation, creating of models of

real phenomena and process on the base of visualization

and using ICT.

2. GOALS

The problem of the research: define conditions of the

ICT integration into the process of becoming proficient

in scientific and didactic problems of science and

mathematical learning on the visual modeling basis of

objects and processes by engineer students.

The purpose of the research: create an integral system

(contents, forms, methods and conditions) of research by

prospective engineer in solution of scientific and didac-

tic problems of science education involving of the ICT

and utilizing visual modeling of basis and processes.

Application of the CМS for solution of scientific and

mathematical problems by students will promote growth

of motivation in scientific research as well as in profess-

sional development of the future engineer on condition

that:

The practice of visual modeling is included into

educational activity during integration of science

and information knowledge;

Students construct models while solving scientific

and mathematical problems with application of the

CМS, which record mathematical optimum pro-

cedure mathematical and information actions;

Students manifest creative activity while learning

to use the CМS (a variation of data and analysis of

results, formation of hypotheses and their testing,

inter-conversion of the sign systems);

Communicative opportunities for groups dialogue

of students during their educational activity is

enlarged by means of information environments

(Media, Internet, conferences and so on).

Tasks: (scientific, didactic, information, methodology-

cal, professional):

Study functional possibilities and analyze the basic

CМS and Graphic calculator, create the models for

modes of work in the information environment;

Reveal didactic conditions and develop a tech-

nique of visual modeling using the CМS (the

graphic calculator) during teaching of science and

mathematics and solving of scientific problems;

Develop a laboratory workshop aimed at solving

of science and mathematical problems using the

CМS (the graphic calculator) and the methods of

its conducting for students on resource lessons;

Design interactive volume of information by

groups of students on the basis of authoring soft-

ware products and the results of the CМS (graphic

calculator) research;

Visualize the procedure of science and information

actions on the basis of improvement of students’

computing and logic culture.

3. SCIENTIFIC METHODOLOGY

The results and products of psychology theories and

conceptions will be input for a paper where we will em-