Metacognitive Transcendence in the Learning of the Project Activity of Design through the Sketchbook Visuality

This article aims to report the transition from intuitive to intentional projective activities in design recorded in the visual modes of sketchbook to analyze the metacognitive processes of design students. Phenomenography was used as an empirical sampling method to diagnose the sketchbooks of industrial design and graphic design students. The observation criteria focused on describing the metacognitive characteristics of the students with respect to the way they recorded their ideas visually, which showed design-specific projective actions. This research demonstrated and codified how students externalize intentional approaches in their sketchbook iterations, which can be grouped into three representation strategies: technical, methodological, and reflective; they are related to their experiences in projective activity. Consequently, we propose a new category called metacognitive transcendence, which refers to a strategy for controlling and regulating cognitive processes to transform an intuitive action into an intentional action mediated by a cognitive artifact: the design sketchbook. Three ways of metacognitive transcendence are suggested: instrumental (technical aspects), procedural (related to projection), and comprehensive (own reflection about the project itself).

Didactic support of youth project activities and social initiatives

Актуальность статьи обусловлена необходимостью изучения основных характеристик дидактического сопровождения молодежной проектной деятельности и социальных инициатив в контексте возможностей повышения эффективности данной педагогической категории. Цель статьи состоит в рассмотрении основных компонентов дидактики учебной проектной деятельности и социальных инициатив молодежи в единстве целей, организационных принципов, содержания, форм, методов, педагогических условий и алгоритма реализации. Обозначен ресурсный потенциал метода проектов для работы с молодежью, заключающейся в более широком включении студентов в социально-значимую для регионов деятельность в рамках «третьей миссии» университетов. Данные обстоятельства будут содействовать более эффективному раскрытию их образовательно-поискового, научного и творческого потенциала, интеллектуальных и профессионально-деловых личностных качеств (ответственность, инициативность, коммуникабельность, исполнительность, лидерские качества и т.п.). В статье обосновано, что молодежная проектная деятельность предполагает прохождение ее участниками определенного образовательного маршрута, в котором они применяют имеющиеся у них компетенции и навыки проектной деятельности, необходимые для решения реальных прикладных задач проекта. Раскрывается сущность гипотезы: образовательная и социально-проектная деятельность молодежи эффективна, если начинается со студенческих проектов, привязанных к реальным социально-экономическим проблемам территорий их постоянного места проживания (малой Родины), и выступающих в данном аспекте как личностно-познавательный и социально-воспитательный фактор развития профессиональных компетенций, навыков проектной деятельности и коммуникативно-деловой культуры. The relevance of the article is due to the need to study the main characteristics of didactic support of youth project activities and social initiatives in the context of opportunities to increase the effectiveness of this pedagogical category. The purpose of the article is to consider the main components of didactics of educational project activities and social initiatives of youth in the unity of goals, organizational principles, content, forms, methods, pedagogical conditions and implementation algorithm. The resource potential of the project method for working with young people is indicated, which consists in a wider inclusion of students in socially significant activities for the regions within the framework of the "third mission" of universities. These circumstances will contribute to a more effective disclosure of their educational and search, scientific and creative potential, intellectual and professional-business personal qualities. (responsibility, initiative, sociability, performance, leadership qualities, etc.). The article substantiates that youth project activity involves the passage of a certain educational route by its participants, in which they apply their existing competencies and skills of project activity necessary to solve real applied tasks of the project. The essence of the hypothesis is revealed: the educational and socio-project activity of young people is effective if it begins with student projects tied to the real socio-economic problems of the territories of their permanent residence (small homeland), and acting in this aspect as a personal-cognitive and socio-educational factor in the development of professional competencies, project skills and communicative and business culture.

THEORETICAL AND METHODOLOGICAL ASPECTS OF PHYSICAL CULTURE AND SPORTS SPECIALISTS TO BE PROJECT COMPETENCE FORMATION

The pedagogical nature and subject matter of project competence of physical culture and sports specialists to be are defined in the article. The education process at modern higher educational institutions where the bases of project competence of physical culture and sports specialists to be are established is defined by active search of effective ways of optimization and modernization of the system of quality improving of students’ professional training. It is proved that the project activity is a set of actions of making and development of a project, planning of specific work and its consistent performance, so the project activity is a constructive and productive personal activity, targeted towards the solution of vital problem, achieving of ultimate results in process of goal determination, planning, development and implementation of a project.The integration of a set of scientific notions allowed to come to a conclusion that the formation of project competence of physical culture and sports specialists to be considered as a dynamic and integrated process aimed at consciousness of grounds, need for sound use of project activity in professional field which provides for getting of theoretical knowledge and understanding of project development and management; getting of ways and means of project activity; readiness and capacity to use new professional experience in practical task solution in the field of sports and health; physical culture and sports specialist’s to be consciousness of relevance of the level of own professional capabilities and skills, and the demands of project activity in the field of physical culture, sports and health protection.On the basis of the integration of literary sources complex it is established that the project competence of physical culture and sports specialists to be may be presented in the dynamic unity of the following components: motivational and axiological, cognitive, activity, reflective and evaluating. The content of functional components is modified under the conditions of formation of project competence of physical culture and sports specialists to be which is shown up in the following set of project competence functions: worldview, research, heuristic, integral, prognostic, reflective and evaluating, constructive and administrative. The formation of project competence in process of professional training of physical culture and sports specialists to be requires the development of specific project skills: problematization, project development skills, skills of theoretical and practical conscious activities on project implementation, skills of meaningful choice and use of computer-aided and other technologies in project technology, reflexion skills.

SCIENTIFIC AND METHODOLOGICAL PRINCIPLES OF USING THE PROJECT METHOD AT TEACHING “BIOLOGY AND ECOLOGY” IN SENIOR HIGH SCHOOL AND “BASICS OF HEALTH” IN SECONDARY SCHOOL

The article researched the importance of using the project method in teaching “Biology and Ecology” in high (senior) school and “Basics of Health” in secondary school, as a method of content integration of the natural education and the conditions of effective student teaching. The relevance of this topic is that there is an observation of multi-vector using the “project method” in school today. New developments for the application of project-based teaching are conducted. The organization of project activities in the teaching process involves a specially organized by the teacher process, which is performed by students independently based on their subjective definition of the goal, while the project focuses on a set of actions that makes students independent. The result of the project activity can be any product of the student’s activity, for example, presentation, essay, and model. The method of projects is based on creativity, the skills of orientating in the information space and independently designing their knowledge. In the process of project activity, there is a metamorphosis of the teacher’s position in the educational process (the teacher organizes the students’ activities). For the organization of teacher's activity, it is necessary to master the methods and techniques of preparing students for the work on the project and its development. Teaching “Biology and Ecology” and “Basics of Health” is successful only if the teacher’s work with students in all its forms is a purposeful system of teaching and education that develops in unity biological concepts, dialectical-materialist worldview, thinking, and independent practical work skills, the project’s method helps in this the most. At the modern stage of development of school education, the problem of student's cognitive activity becomes especially important meaning due to the high rate of development and improvement the science and technology, society need for educated people and free from stereotypes, will be able to quickly orientate in the situation, thinking independently. Implementation of such tasks becomes possible only in the conditions of the project teaching stimulating the mental activity of students. Keywords: method of projects; design activity; integration; biology; ecology; natural science education; natural science competence; creative health.

Development of creative thinking in the process of project activity in the conditions of digital transformation of technological education

The article considers the peculiarity of the development of student’s creative thinking in educational project activities in the learning process in the context of the digital technologies use in technological education. The main basic principles of the development of the subject area “Technology” as the most important element of mastering the competencies and skills of the XXI century are analyzed, taking into account the need to use modern digital technologies in the process of project activity, as a fundamental direction of mastering new knowledge in an intensively developing world. Based on the analysis of research by domestic and foreign scientists, it is shown that educational project activities contribute to the development of creative thinking when conditions are met that is close to the real design process. Some possible options for the implementation of educational project activities in modern conditions of digital transformation of technological education are described. The measures to solve the problems of modern technological education, contributing to the qualitative organization of the educational process, which relate to both the creation of pedagogical conditions and the corresponding material and technical base, are noted.

Characteristics of the Pedagogical Model for Forming Social Responsibility in Students by Means of Project Technologies

The article describes the essence and components of the pedagogical model for forming social responsibility in students by means of project technologies. Determined the structural components of this pedagogical model: the purpose, tasks, principles, pedagogical conditions, criterion principles (criteria, indicators and levels of formation), technological support of project activity, result. Characterized the principles of forming social responsibility of students: personal orientation of educational process, dialogicity (conventionalized), integrativeness, nonlinearity, on becoming a person. Defined the criteria of forming social responsibility of students and the corresponding indicators-indicators of their display. Presented four levels (insufficient, satisfactory, sufficient and optimal) for forming certain indicators. The leading means of realization of the pedagogical model for forming social responsibility of students is defined by design technologies, their characteristics in the context of the concept of projective education. Project technologies are defined as a set of forms, methods, means of educational influence in order to implement forecasting, resource development and methodological support of project activities.

Formation of the Upbringing Cultural Environment of a School as an Emotional and Figurative Way of Improving Education Quality

The process of upbringing by means of art is an influential factor in education quality improvement. In this regard, an emotional and figurative way of cognition proposed in the study becomes the foundation for the upbringing cultural environment at school. In the conducted experiment, children from the sixth, seventh, and eighth grades take part in project activity integrating various subject areas. The experiment results show a positive dynamic in the academic performance of students involved in project activity of creating multimedia products which substantiates the effectiveness of creating an upbringing cultural environment within the framework of emotional and figurative cognition in improving the quality of education.