THE PROBLEM OF FORMING COMPUTATIONAL COMPETENCE IN STUDENTS OF BASIC SECONDARY SCHOOL DURING THE STUDY OF NATURAL AND MATHEMATICAL DISCIPLINES

Abstract

Summary. Introduction. Educational reform in Ukraine, defined by the concept of the New Ukrainian School and the current State Educational Standard, emphasizes the development of key competencies crucial for modern life, including digital and computational literacy. The issue of forming computational competence is especially relevant in lower secondary school, where students actively study mathematics, physics, chemistry, biology, and geography. Despite the recognized importance of this competence, curricula and teaching practices often remain focused on the reproduction of knowledge rather than on the systematic development of students’ computational skills.

Purpose. The article aims to analyze the state of the problem of forming computational competence in lower secondary school students within the framework of science and mathematics education, highlighting theoretical, methodological, and practical aspects presented in modern educational standards and model curricula.

Methods. The study employs theoretical analysis of pedagogical literature, official educational documents, and model curricula of the New Ukrainian School. Comparative and structural analysis methods were used to reveal how computational competence is integrated into science and mathematics subjects.

Results. The analysis clarified the essence and structure of “computational competence” in the context of lower secondary education. It was established that the formation of this competence requires an interdisciplinary approach, where mathematics serves as a fundamental basis, and natural sciences provide opportunities for its applied development. The study identified gaps between the declared objectives in normative documents and the real possibilities of subject curricula and teaching practice.

Originality. The novelty lies in the systematic analysis of how computational competence is represented in official Ukrainian model curricula for grades 5–9. The article expands on limited prior research by comparing different subject areas and emphasizing the need for cross-disciplinary integration.

Conclusion. The formation of computational competence in students of lower secondary school is an important condition for the successful implementation of the New Ukrainian School reform. Effective integration of this competence into mathematics and science education enhances students’ problem-solving skills, critical thinking, and readiness for real-life challenges. Further research should focus on developing methodological recommendations and teacher training programs aimed at systematically embedding computational competence into the educational process.