scholarly journals Reflexive monitoring of parameters of the development of logical operations as the basis for the individualization of learning

2021 ◽  
Vol 117 ◽  
pp. 04001
Author(s):  
Tatiana Anatolyevna Borovskikh ◽  
Slavyana Rostislavovna Bakhareva ◽  
Irina Alekseevna Feshchenko
Keyword(s):  
Natural Science ◽  
Creative Thinking ◽  
Educational Process ◽  
Cognitive Tasks ◽  
School Students ◽  
Logical Operations ◽  
Individual Program ◽  
Creative Abilities ◽  
Creative Tasks ◽  
Science Disciplines

The prerequisite for the present study is the lack of instruments ensuring timely identification and development of school students’ giftedness in natural science disciplines in the arsenal of a modern teacher. A system of creative tasks integrated into the process of studying chemistry and biology can largely contribute to the development of subject-related knowledge and creative thinking. However, the integration of creative tasks in the educational process should be preceded by purposeful formation and monitoring of the development of a set of reproductive intellectual skills. The main goal of the study is to develop a method for the identification and development of students’ abilities including giftedness in chemistry and biology, as well as to study the opportunities for creating individual learning trajectories in natural science disciplines. The study is based on the hypothesis that the development of an individual trajectory in studying chemistry and biology will contribute to the development of individuality and the creative abilities of students. The main method used in the study is determining the speed of completion of logical operations in the process of solving cognitive tasks. Assessment of the speed of completion of logical operations allows determining, among other things, the ability for mastering natural science disciplines and a child’s giftedness in this educational sphere. A system of tasks and exercises in chemistry and biology providing for the study of the speed of development of reproductive and creative thinking and allowing real-time monitoring of the effectiveness of the educational process for its timely correction is developed for the first time. The results of the study of the speed of completion of logical operations by a student in the process of solving cognitive tasks presented graphically form the basis for the development of an individual program of development of intellectual and creative abilities of a child.

scholarly journals Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

2016 ◽  
Vol 3 (1) ◽  
pp. 152-177 ◽  
Author(s):  
Jacek Gralewski ◽  
Izabela Lebuda ◽  
Aleksandra Gajda ◽  
Dorota M. Jankowska ◽  
Ewa Wiśniewska
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Developmental Changes ◽  
Assessment Criteria ◽  
Formal Schooling ◽  
Primary School Students ◽  
School Students ◽  
Creative Abilities ◽  
Nonlinear Pattern

AbstractThe aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

scholarly journals DEVELOPMENT OF SYSTEM OF NATURAL-SCIENCE COMPETENCES FOR THE PROFESSIONAL TRAINING QUALITY ENHANCEMENT

2010 ◽  
Vol 2 (1) ◽  
pp. 31-41
Author(s):  
Natallia Belavusava
Keyword(s):  
Natural Science ◽  
Professional Education ◽  
Professional Training ◽  
Natural Sciences ◽  
Educational Process ◽  
Evaluation Methodology ◽  
Quality Of Education ◽  
Science System ◽  
Science Disciplines

The main mechanism that guarantees the quality of education in Republic of Belarus is based on the state educational standards. According to the current standards, the aim of professional training is to obtain an integrat-ed result: expert (professional) skills coupled with solid general education. This education is build upon the de-velopment of a common system of competences. Therefore, the quality of professional education is strongly con-nected with the problem of the specialist (who has to possess all necessary skills and competencies) formation method. The problem includes development and advancing of the system of competences in the conditions of the current educational process and elaboration of an evaluation methodology and techniques for this system. Taking into account, that the educational process of high school professional training in Belarus includes the studying of four cycles of disciplines (socially-humanitarian, natural-science, general professional and special professional), it is essential to investigate the influence of each of the cycles on the final system of competences formation. In the present article, the capability of the natural-science disciplines cycle for the handling of the pro-fessional system of competences development is discussed in reference to military specialties. It has been found that during the professional disciplines studying, the replacement (but not integration) of the knowledge received at the previous stage of the natural-science cycle is taking place. It interferes with prin-cipal understanding of natural sciences as a fundamental basis for the professional competence; it does not pro-mote the recognition of cultural and social importance of natural sciences; and, consequently, it does not support the formation of general orientation on continuous self-education in the field of natural sciences. And that is con-sidering that insufficiency of natural-science culture of graduates of military high schools can lead to possible serious economic consequences for the country and risks in the field of national safety. In the course of the experiment, the didactic conditions have been formulated and the model of the peda-gogical process, directed to the elaboration of a persistent natural-science system of competences, has been devel-oped and approved. The incorporation of the conditions and the process does not assume an essential transfor-mation of the volume and structure of class hours allocated to the studying of natural-science disciplines. Intro-duction of the course "Fundamentals of modern natural sciences » in syllabus of the internal security troops de-partment of military academy of Belarus is essentially new. The technique of examination of the integrative abilities of students with use of the methods of fuzzy mathematics was applied for the evaluation of the developed model efficiency. The interest to this method is caused by the possibility use this approach to deal with estimations of competences, which cannot be unequivo-cally structured in an algorithm presentation by definition. Key words: quality of education, educational process, science education, system of competences.

scholarly journals Creative-digital diagnostics and reflexive development of school students in the course of studying Natural Sciences

2021 ◽  
Vol 117 ◽  
pp. 04003
Author(s):  
Sergei Yurievich Stepanov ◽  
Pavel Alexandrovich Orzhekovskiy ◽  
Inna Borisovna Mishina
Keyword(s):  
Creative Thinking ◽  
Experimental Testing ◽  
School Curriculum ◽  
Natural Sciences ◽  
Computer Networking ◽  
Creative Potential ◽  
School Students ◽  
Domain Specific ◽  
Online Mode ◽  
Creative Tasks

The authors of the article raises an issue that is relevant from the perspective of modern education connected with difficulties of using the results of psychological diagnostics of students’ creative thinking carried out with the help of traditional testing techniques within the framework of the actual learning process. To address this issue, it is recommended to use the solutions suggested by the “forming” and “reflexive” approaches to this problem and conduct a synthesis of these two approaches using modern digital technologies. This way, it will provide us with an opportunity to turn developing (forming) procedures into diagnostic and turn diagnostic means into developing. Such a conceptual and technological symbiosis allowed us to create a computer networking system “CREO DATUM” enabling its users to carry out creative-digital diagnostics and psycho-pedagogical support of reflexive development of students’ creative potential at the same time based on the material of one of the natural sciences taught within the school curriculum, namely chemistry. This system includes a database of domain-specific creative tasks by solving which students demonstrate their thinking abilities; digitalization of this process in the online mode allows teachers to monitor and assess the dynamics of such parameters of their creative potential as divergence and criticality. This tool enables the teacher and student to predict the area of future development promptly and select further creative tasks on the subject via “CREO DATUM” taking into consideration the strengths and weaknesses of previous creative efforts. Experimental testing of the “CREO DATUM” system allowed us to categorize the students who took part in the research. Four groups have been identified: children with high creative potential, ones with low creative potential, divergents, and analysts. Methodological recommendations have been developed for each category of students based on the material of a natural science subject aimed at psychological and pedagogical support of their development.

Organization of Integrative Lessons As a Way of Realization of Educational Potential of Humanitarian and Natural-Science Disciplines

2017 ◽  
Vol 5 (3) ◽  
pp. 25-28 ◽  
Author(s):  
Жарковская ◽  
T. Zharkovskaya
Keyword(s):  
Natural Science ◽  
Educational Process ◽  
Surrounding Environment ◽  
Educational Potential ◽  
Science Disciplines

The opportunity to fi ll with value component not only social subjects, but natural-science disciplines as well is examined in the article. The organization of integrative lessons is one of the ways to expand educational space of school disciplines. For organization of integrative lessons it’s necessary to go from those spheres of man’s interaction with surrounding environment, from those actual problems of life, which are value-motivated, aff ect moral categories and notions and still are not refl ected in the educational process. Some experience of searching of such value-motivated blocks, problems and organization of their presentation, study is given in the work.

scholarly journals STRUCTURAL COMPONENTS OF INDEPENDENT WORK AS AN EFFECTIVE PEDAGOGICAL CONDITION FOR THE DEVELOPMENT OF INTELLECTUAL AND CREATIVE ABILITIES OF FUTURE MUSIC TEACHERS

2020 ◽  
pp. 91-97
Author(s):  
Ольга Лобода
Keyword(s):  
Creative Thinking ◽  
Professional Training ◽  
Music Teachers ◽  
Field Research ◽  
Educational Process ◽  
Musical Performance ◽  
Structural Components ◽  
Pedagogical Skills ◽  
Creative Abilities ◽  
Independent Work

The article examines and substantiates the structural components of independent work as an effective pedagogical condition, which ensures the development of intellectual and creative abilities of future music teachers. The author distinguishes the following key structural components: methodical, musical performance, and field-research. With its particular specialization, each component contributes to the constitution of an integral unity in achieving the development of intellectual and creative abilities. The study substantiates the essence of each of the presented components. It has been proven that the methodical component performs the function of the basic components in the structure of independent work. Methodical training contributes to the effective qualifications process as well as selection of techniques, methods, and exercises to improve professional training. Musical performance is considered as a process that determines the development of intellectual and creative abilities of future music instructors by forming intellectual and creative thinking through the use of different ways of cognitive activities. Also, the musical performances of the future music teachers during independent work involves solving a number of creative tasks. At the same time, you need to use interactive teaching methods that are aimed at optimizing the educational process. The field-research component provides students with artistic creativity as well as pedagogical skills, which contributes to the enrichment of their intellectual potentials and formation of research thinking, as a result, expanding their analytical, intellectual and creative skills. Within the research component, it has been assumed that the formation of research skills contributes not only to the research culture, but also to the highest level of development of intellectual and creative abilities for upcoming music teachers.

scholarly journals ШКОЛЬНЫЙ ТЕАТР КАК СРЕДСТВО РАЗВИТИЯ МУЗЫКАЛЬНО-ТВОРЧЕСКИХ СПОСОБНОСТЕЙ ДЕТЕЙ В УСЛОВИЯХ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

2020 ◽  
Author(s):  
Svetlana Shishkina ◽  
Tatyana Shutova ◽  
Yuliya Velichko
Keyword(s):  
Primary School ◽  
Individual Characteristics ◽  
Further Education ◽  
Cultural Development ◽  
Educational Process ◽  
Educational Activity ◽  
School Students ◽  
Creative Development ◽  
Creative Abilities ◽  
Additional Education

Введение. Дополнительное образование обладает высоким потенциалом влияния на музыкально-творческое развитие детей. Одной из интегративных форм образовательной деятельности является школьный театр, в рамках которого актуализируются разносторонние творческие способности обучающихся: музыкальные (вокальные, инструментальные), танцевальные, пластические, актерские, словесно-драматические и др. Цель – рассмотреть теоретико-методические основания развития музыкально-творческих способностей детей младшего школьного возраста в процессе театрализованной деятельности, осуществляемой в условиях дополнительного образования. Материал и методы. Для выявления состояния проблемы музыкально-творческого развития детей в условиях дополнительного образования и ее решения использовался метод анализа психолого-педагогической и методической литературы, позволивший разработать творческие задания для участников музыкально-театрального кружка. Результаты и обсуждение. В ходе исследования уточнены содержательные и структурные компоненты понятия «музыкально-творческие способности», включающие в себя общемузыкальные, специальные музыкальные (познавательные, исполнительские, творческие) и индивидуально-творческие способности детей (эмпатийность, артистизм, эмоциональность, образный характер мышления и др.). Подчеркивается, что музыкально-творческие способности – это комплекс личностных особенностей (мотивационной, эмоциональной, волевой, интеллектуальной и креативно-творческой сфер) и специальных способностей, необходимых для занятий искусством музыки. Методические рекомендации для педагогов описывают поэтапную организацию занятий в школьном театре (мотивационный, содержательный и процессуальный компоненты), наиболее эффективные методы музыкально-творческого развития обучающихся, исходя из возрастных и индивидуальных особенностей младших школьников, а также согласуясь с синтетической природой музыкально-театрального жанра и коллективной формой сотворчества педагога и учащихся. Заключение. Развитие музыкально-творческих способностей у учащихся начальных классов средствами школьного театра зависит от организации учебного процесса, основанной на комплексном применении творческих заданий, направленных на формирование отдельно каждой структурной составляющей данных способностей, а также на их синтез. Эффективной формой проведения занятий в школьном театре в условиях дополнительного образования детей являются репетиции музыкально-театрализованных представлений, в ходе которых происходит не только музыкально-творческое, но и общекультурное развитие личности обучающихся, становление коллектива единомышленников.Introduction. Additional education has a high potential to influence the musical and creative development of children. One of the integrative forms of educational activity is the school theater, in which the versatile creative abilities of students are updated: musical (vocal, instrumental), dance, plastic, acting, verbal and dramatic, etc. The purpose of the article is to consider the theoretical and methodological grounds for the development of musical and creative abilities of children of primary school age in the process of theatrical activities carried out in the conditions of additional education. Material and methods. To identify the status of the problem of musical-creative development of children in terms of further education and its solution used the method of analysis of psycho-pedagogical and methodological literature and empirical methods, allowing to develop and test creative task for the participants of the musical-theatre group. Results and discussion. The study clarifies the content and structural components of the concept of “musical and creative abilities”, including General musical, special musical (cognitive, performing, creative) and individual creative abilities of children (empathy, artistry, emotionality, imaginative nature of thinking, etc.). Methodical recommendations for teachers describe the phased organization of classes in the school theater (motivational, content and procedural components), the most effective methods of musical and creative development of students, based on the age and individual characteristics of younger students, as well as consistent with the synthetic nature of the musical theater genre and the collective form of co-creation of the teacher and students. Conclusion. The development of musical and creative abilities of primary school students by means of school theater depends on the organization of the educational process, based on the complex application of creative tasks aimed at the formation of each structural component of these abilities separately, as well as their synthesis. An effective form of instruction in school theater from the point of view of additional education of children is rehearsal of musical and theatrical performances, in which not only the musical, creative and cultural development of the personality of students takes place, the formation of a group of like-minded people.

scholarly journals Developing creativity in mathematics instruction

2021 ◽  
Vol 70 (2) ◽  
pp. 165-176
Author(s):  
Irena Vasojević ◽  
Zora Krnjaić ◽  
Nena Vasojević
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Creative Thinking ◽  
Mathematics Instruction ◽  
Educational Process ◽  
School Age ◽  
School Subjects ◽  
Creative Abilities ◽  
Primary School Age ◽  
Development Of Students

This paper aims to highlight the importance and the possibilities of developing creativity and creative thinking in mathematics instruction. One of the key tasks of the educational process in schools is the stimulation and development of students' creative abilities. Students' creative abilities and divergent forms of working with them are not restricted to specific areas and fields of human activity; rather, it is a matter of the specific and distinctive qualities of the development of creativity and creative expression in certain areas, or school subjects. The paper examines the need and the possibilities of developing creative thinking in children of primary school age and in mathematics instruction in the lower and upper grades of primary school, since creativity is not linked exclusively to art or certain fields or school subjects, nor is it the privilege only of gifted and talented children and students.

scholarly journals Modern Pedagogical Technologies in Teaching Socio-Humanitarian and Natural-science Disciplines in Higher Educational Institutions

2021 ◽  
Vol 7 (6) ◽  
pp. 427-431
Author(s):  
G. Mukhamedova ◽  
G. Goyibnazarova ◽  
Sh. Eshtemirova
Keyword(s):  
Natural Science ◽  
Social Order ◽  
Technological Development ◽  
Continuous Process ◽  
Integrated Approach ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
Science Disciplines

Technological development of the educational process means the organization of an effective didactic process in accordance with the established educational objectives. The development of professional and pedagogical skills of teachers of socio-humanitarian and natural-science disciplines requires the organization of their educational and cognitive activities on the basis of a technological approach. For this purpose, it is used in the design of pedagogical technologies related to foreign didactic. These projects are tested by pedagogical experience — the dynamics of the development of pedagogical abilities of teachers of socio-humanitarian and natural-science disciplines are studied and conclusions are made. The scientific solution of this social order requires the transformation of the professional and pedagogical activity of higher educational institutions teachers and the development of personal qualities into a purposeful, consistent and continuous process. Therefore, the essence of this research is to improve the quality of lessons using the advanced pedagogical technologies and their effective use in the education of the younger generation on the basis of an integrated approach.

scholarly journals Realization of the artistic potential of the personality of students in the educational process: on the example of a pedagogical university

2021 ◽  
Vol 113 ◽  
pp. 00099
Author(s):  
A.Y. Maksimenko ◽  
I.V. Zargaryan ◽  
E.O. Katranji
Keyword(s):  
Scientific Method ◽  
Creative Thinking ◽  
Cognitive Activity ◽  
Educational Process ◽  
Creative Activity ◽  
Creative Potential ◽  
Successful Development ◽  
Educational Activities ◽  
Creative Abilities ◽  
Development Of Students

The article is devoted to the comprehension of modern problems of the development of the creative potential of the personality of students of a pedagogical university. The psychological and pedagogical nature of creative thinking is studied and emphasized, in accordance with which methods and conditions of teaching that need to be transformed are proposed. Taking into account the intensity of the influence of the informational space, the peculiarities of training and creative activity of students are also considered. A scientific method for the formation of creative ideas at the stage of search is proposed. The pedagogical conditions and requirements for teachers of the pedagogical department are formulated, which are necessary for the successful development of students’ creative abilities. The proposals for stimulating the creative and cognitive activity of students are generalized, namely, for their inclusion in exhibition and project activities throughout the entire course of study. The features of the development of the artistic potential of a student’s personality in artistic and educational activities are taken into account, the characteristics of the main level of development is given.

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