A Training Program for Physics Teachers Based on Self-learning Strategies and Its Effect on Their Technological Enlightenment and Productive Thinking.

This paper aims to construct a proposed training program according to self-organized learning strategies for physics teachers and its effect on their technological enlightenment and productive thinking. The sample consists of (32) teachers and schools; (16) teachers as an experimental sample and (16) as a control sample. The tools are prepared, which are the Enlightenment Technology Scale, which was adopted by (Faez, 2016) consisting of (60) items. The Researchers have prepared the Productive Thinking Test, which consists of two domains: the Critical Thinking Field, which consists of (15) and the Creative Thinking Domain consisting of (9) situations. The stability of productive thinking is (0.88), and the results show that the proposed training program, according to some self-organized learning strategies, meets the training needs of the trainees with remarkable effectiveness to improve the level of their teaching and educational technological performance and achieve the desired goals. The training is influential in bringing about the transfer of training to their students in developing their attitudes towards self-learning. The recommendations are to; apply the training program to the applied students in colleges, reduce the burden on physics teachers, reduce the fear of physics and increase the efficiency of teaching and learning.

Gestalt Theory: Its Past, Stranding and Future...

This article focuses on the contributions of the founders of Gestalt theory, not only for the high value they carried even back then, but also for the strong relevance they have today. The main purpose is to point to the deficient, even wrong transmission of this perspective particularly in the past 50 years and to highlight its potential to connect the immense amount of accumulated but disconnected scientific facts and pieces within psychology as of today. The first part of this article discusses Max Wertheimer’s important 1912 “phi phenomenon” article and recounts the Gestalt theorists’ launch of their influential journal Psychologische Forschungen in 1922, the rise of the oppressive and violent Nazi regime in Germany, and the resulting emigration of the Gestalt founders to the US where they had to face a radically different perspective to psychology. The second part discusses the main postulates of the theory, focusing on how the movement emerged, its main theoretical perspective, and its work on perception. In a second and third article (Mungan, 2021a; 2021b), I will review their intriguing research and conceptualizations on memory and productive thinking, respectively. Hence, the current article should be read as the first in a series of three.

Gestalt Research on Problem Solving and Today’s Gestalt

This article will focus on two pioneering scientific work on problem solving, or per Gestalt Theory, “productive thinking”. One of them is Köhler’s research on goal-directed tool use and overcoming obstacles in chimpanzees, the other one is Duncker’s studies on problem solving using a “think aloud” technique. In both Köhler’s and Duncker’s work, productive thinking is linked to a restructuring behavior. For example, tearing off a thin and long branch from a tree to serve as a stick or removing the various objects in a matchbox to transform it from a container to a platform on which to mount a candle are examples of such restructuring. In the final section, I will look at how today’s research trends might and should connect to Gestalt Theory. In conclusion, just as in memory, the two main proposals of Gestalt Theory, i.e., figure-ground separation and grouping in figures play a critical role also in thinking. Thus, Gestalt Theory seems to be able to come up with a common way of understanding perception, memory, as well as thinking. To our knowledge there is no other single theory within cognitive psychology that has such broad an explanatory power. This in itself is one more reason why Gestalt Theory in large deserves crucial attention. Keywords: Gestalt Theory, productive thinking, problem solving

PSYCHOLOGICAL PECULIARIETES OF DEVELOPMENT OF PRODUCTIVE THINKING IN THE CONDITIONS OF «NUSh»

The article theoretically analyzes the concept of productive thinking, briefly examines the almost century-old history of its scientific formation and systematizes the main approaches to research – Gestalt psychological, psychoanalytic, cognitive and subject-activity. From the middle of the last century to the present day, in its most general form, productive thinking is seen as a transition from a situation of a kind of confusion about a certain issue to a new state in which everything around this issue becomes clear. This process includes a kind of reorganization, which marks the internal transformation from a state of meaninglessness to a state of meaningfulness. The psychological literature also considers productive personal orientation, which is described as associated with such a pattern of behavior, when a person is able to develop and use their potential outside of excessive dependence on external control. Such a person is very active in his feelings, thinking, relationships with others and, at the same time, he retains the autonomy and integrative nature of his Self. Data from various studies show that the early school age is one of the sensitive periods for the development and self-development of productive thinking. And the proposed «NUSh» changes create even better conditions for the realization of the appropriate age capabilities of the Person. The main methods of development and self-development of productive thinking of junior schoolchildren are systematically considered in the article on the main subjects of modern primary school and on specific examples. As a result, it is noted that in the variable content of different subjects the main methods of this development and self-development are setting problem-oriented tasks for children, when to adequately answer a question you need to move away from ready-made knowledge and stereotypes, overcome a certain mechanical attitude or self-centered position, to imagine some unusual situation from the context of the realities of life or to look boldly into the future.

GARDEN AND LANDSCAPE IN THE CONTEXT OF PHILOSOPHIC AND MYTHOLOGICAL CULTURE OF ANTIQUITY

The article examines the phenomenon of garden and landscape in the culture of antiquity through the prism of mythology and philosophy. Various functions of the garden are analyzed as a factor in the spiritual and intellectual development of civilization. Particular attention is paid to the aesthetic value of the garden and landscape, where green spaces served as a source of clean air, coolness, inexhaustible beauty and inspiration, performed a cognitive function, filled a person's being with aesthetic and ethical emotions. The article shows the attitude to the garden by thinkers and society as a whole - from the period of antiquity, the late European Middle Ages to the present. The garden is seen as one of the tools of introspection, a place that creates conditions for productive thinking. A classification is proposed for a number of important functions that gardens have performed throughout the history of mankind.

The Mechanism of Creativity: Why We Discover the New

The article presents an attempt to substantiate the mechanism of creativity as a development of the activity on its own initiative, the emergence and develop­ment of which is the highest level of human cognitive activity. The author correl­ates this understanding of creativity with the phenomenon of giftedness and sees the fundamental difference between creative thinking and productive thinking – the latter does not go beyond the solution of the proposed problems and consists in mastering the required algorithm for this. The article describes in detail the method developed for research on the development of cognition in humans, and the experimental model, which differs from the traditional model of "stimu­lus-response", which, according to the author, allows us to observe the phe­nomenon of creativity as an activity initiated by the subject himself. Such an ex­periment was conducted by the author and his followers for half a century on the same subjects: first they were students of the physics and mathematics school, then graduates of universities and institutes, and eventually became scientists, teachers or employees of firms. As a proof of the validity and prognosticality of the method, the author considers not the sample size, but the stability of the in­dicators of creativity of the participants of the experiment shown in the diagnosis over half a century.