scholarly journals Association as a Cognitive Activity Mechanism in Shaping a Conceptual Worldview

2021 ◽  
Vol 23 (2) ◽  
pp. 541-550
Author(s):  
Yu. I. Plakhotnaya
Keyword(s):  
Cognitive Activity ◽  
Activity Mechanism

scholarly journals Actualization of gifted schoolchildren’s intentional experience in the process of mastering geometric concepts: from support to activity mechanism

2021 ◽  
pp. 1311-1327
Author(s):  
Natalia Georgievna Podaeva ◽  
Pavel Alexandrovich Agafonov
Keyword(s):  
Cognitive Activity ◽  
Mental Activity ◽  
Statistical Data Analysis ◽  
Geometric Problems ◽  
Geometric Concepts ◽  
Intellectual Abilities ◽  
Intentional Experience ◽  
State Educational ◽  
Activity Mechanism ◽  
Systemic Quality

People’s intellectual abilities become a powerful civilization resource. Therefore, intellectually gifted schoolchildren’s development should be the focus of the state educational policy. Russian opinion leaders interpret the phenomenon of giftedness as a systemic quality that describes the child’s psyche as a whole. Such an approach turns into a priority to update and enrich the gifted schoolchildren’s intentional experience during geometry teaching. It assumes the development of a particular subjective state of orientation and selectivity of individual cognitive activity in preferences. This unique state becomes a mental activity mechanism, not just an accessory. The statistical data analysis confirms the hypothesis: the efficiency of actualizing gifted schoolchildren’s intentional experience in the form of their individual dispositions, beliefs, and emotional assessments while solving geometric problems during academic competitions is provided by specifically organized educational activities. It positively correlates with the level of mental activity development during mastering the activity methods with geometric concepts.

The Type of Temperament, Mood, and Strategies of Categorization

2012 ◽  
Vol 33 (4) ◽  
pp. 227-236 ◽  
Author(s):  
Agata Wytykowska
Keyword(s):  
Information Processing ◽  
Negative Mood ◽  
Cognitive Activity ◽  
Processing Capacity ◽  
Affective Value ◽  
The Relationship ◽  
The Way

In Strelau’s theory of temperament (RTT), there are four types of temperament, differentiated according to low vs. high stimulation processing capacity and to the level of their internal harmonization. The type of temperament is considered harmonized when the constellation of all temperamental traits is internally matched to the need for stimulation, which is related to effectiveness of stimulation processing. In nonharmonized temperamental structure, an internal mismatch is observed which is linked to ineffectiveness of stimulation processing. The three studies presented here investigated the relationship between temperamental structures and the strategies of categorization. Results revealed that subjects with harmonized structures efficiently control the level of stimulation stemming from the cognitive activity, independent of the affective value of situation. The pattern of results attained for subjects with nonharmonized structures was more ambiguous: They were as good as subjects with harmonized structures at adjusting the way of information processing to their stimulation processing capacities, but they also proved to be more responsive to the affective character of stimulation (positive or negative mood).

STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS

2018 ◽  
pp. 168-172
Author(s):  
M. Kusiy
Keyword(s):  
Information Search ◽  
Cognitive Activity ◽  
Civil Defense ◽  
Educational Material ◽  
Material System ◽  
Civil Protection ◽  
Intellectual Activity ◽  
Innovative Teaching ◽  
The Future ◽  
Selection Of

Introduction.  During the training of emergency specialists, the development of a clear, structured thinking is important.  And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably.  However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science.  Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose.  Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods.  The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific).  Results.  The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application.  The proposed stages are analyzed in detail.  The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted.  There are three phases of knowledge (curiosity, curiosity, theoretical knowledge).  It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure.  Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks.  It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity.  It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions).  Examples of applied tasks that can be solved in higher mathematics classes are given.  It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion.  Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher.  Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies).  And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

Conceptualizing the impact of machines, science and technologies on the sociocultural environment that shapes the teacher's paradigm of values and views of life

2020 ◽  
Vol 16 (11) ◽  
pp. 2161-2179
Author(s):  
A.B. Lanchakov ◽  
S.A. Filin ◽  
A.Zh. Yakushev ◽  
E.E. Zhusipova
Keyword(s):  
Social Relationships ◽  
Cognitive Activity ◽  
Environmentally Friendly ◽  
Professional Activity ◽  
Sociocultural Environment ◽  
Sociocultural Development ◽  
Prediction And Forecasting ◽  
The Impact ◽  
Positive Motivation ◽  
The Way

Subject. In this article we analyze how machinery, science and technologies influence the sociocultural environment that engenders the teacher's paradigm of values and views of life. Objectives. We herein outline guidance to predict the way teachers' views of life might evolve in corresponding sociocultural periods more precisely. The article analyzes making more precise forecasts of oncoming economic crises, which will cause some changes in teachers' mindset. Methods. The study involves learning methodologies, methods of prediction and forecasting, including foresight. Results. We propose and analyze the theory holding that the human civilization passes cycles during its sociocultural development in terms of a new set of values in contemporary teachers' views of life. The article sets forth our recommendations on innovation-driven views of life, mindset and thinking and, consequently, the development of intellectual qualities, knowledge, skills, cognitive activity, positive motivation to the professional activity of a teacher and alumni during more elevated periods, which requires to more precisely predict the way teachers’ mindset may change in certain sociocultural periods. Conclusions and Relevance. As the human civilization enters the innovation-driven sociocultural period, teachers and social relationships should demonstrate more innovative and environmentally-friendly attitudes and views of life.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

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