Didactic potential of the academic courses of the natural science cycle for prospective teachers’ ecological culture development

Currently, the vital activity of an individual increasingly determines the need for an effective method of existence that would meet the solution of important problems in the field of environmental sciences. For a long time, environmental education has been the main focus of this higher school, as well as the education system as a whole, including preschool, school, secondary vocational and higher education. The formation of the basic base of ecological thinking among prospective specialists and the connection to reality are the dominant criteria for the life of society, as well as its adequate promotion in the formation of the necessary humanitarian and pressing issues of modern times. The present directions of development in education and upbringing require changes and restructuring of its structure, methods and options for solving innovative goals. Currently, the main goal is to form a certain connection to life in all its spheres, to understand the interrelation and interdependence of objects and phenomena of the world, which the reasonable person himself becomes a part of. Modern psychological and pedagogical experiments show the necessity of increasing the role of higher education in determining the fundamental goal of ensuring and giving an ecological orientation to the entire educational process at the university. The stage of ecologization of upbringing and education is determined, first of all, from the teacher, his social and professional competence, worldview, mentality, culture. The issue of ecological culture is well-known today. In the structure of professional education, the ecological path as a result of ecological culture development among bachelors of pedagogical universities is one of the driving forces in our world, there is a need to combine ecological and natural science pedagogical education into a single whole, common: there are cardinal changes in certain systems, cultural norms, standards, ideals among real youth. In the state educational standard of higher professional pedagogical education, the most important dominant goal is highlighted – to create a personality of a prospective specialist with the most significant ecological culture, which strives for a certain permissible influence with the world; an individual who stands out mainly by beliefs, necessity in behavior for the preservation of natural resources. The most important fact is the necessity of the importance of the ecological responsibility of the prospective teacher in the development of the main aspects of ecological culture development among prospective specialists who can create a personality, they are distinguished by a careful attitude to nature as a whole. Therefore, the most in demand at the socio-pedagogical level is the need to increase attention to the problems of ecological culture development among pedagogical university students – prospective teachers and specialists. This paper examines a leading role of the courses of the natural science cycle for bachelors’ ecological culture development. The structure of the academic courses of the natural science cycle is very much dominated by the rest of the university courses on environmental content, since ecological hypotheses, ideas, concepts, laws, theses, antitheses, etc. appeared and developed in them. In addition, natural science terms are a priority basis for considering the unified structure «natural environment – society – individual».