DOI 10.51955/2312-1327_2024_4_

Zulfiya A. Aksyutina

Abstract. The largest forms of scientific and pedagogical knowledge are considered to be scientific methodological approaches, pedagogical theories, pedagogical concepts and scientific and pedagogical concepts. Scientific methodological approaches and pedagogical concepts as forms of scientific and pedagogical knowledge are quite fully substantiated. Pedagogical theory as one of the elements of pedagogical knowledge performs the function of explaining the essence of pedagogical facts, phenomena, processes and dependencies between them. The purpose of the article is a theoretical analysis of the scientific concept as a form of scientific and pedagogical knowledge based on the properties of the scientific nature of pedagogical knowledge. In the course of the study, five stages of development of scientific and pedagogical concepts through the use of various meaningful forms of the word in scientific discourse were identified: emergence, conceptualization, categorical filling, transformation, terminological consolidation. It is proved that scientific concepts have such properties as objectivity, general significance, systematicity and universality, therefore they are a form of scientific and pedagogical knowledge. In the conditions of the multiplicity of meanings of scientific and pedagogical concepts, greater clarity and unambiguity are required in their formation with an ascent to a higher level of abstraction in their design. Scientific and pedagogical concepts remain one of the significant forms of scientific and pedagogical knowledge, since they have the properties of objectivity, general significance, systemicity and universality.

Key words: pedagogical science, scientific and pedagogical knowledge, structure, pedagogical category, scientific and pedagogical concept, forms of scientific and pedagogical knowledge, properties, objectivity, general validity, consistency, universality.

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