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Purik, E. E., M. L. Akhmadullin, M. G. Shakirova i V. R. Shakirov. "THE METHODS OF DEVELOPING COMPOSITIONAL THINKING OF DESIGN STUDENTS". Bulletin USPTU Science education economy Series economy 4, nr 42 (2022): 168–78. http://dx.doi.org/10.17122/2541-8904-2022-4-42-168-178.
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The article deals the problems of professional artistic training of design students in the process of teaching composition. The composition studies the laws of the creation of an artistic form and the means of artistic expression, organization of image perception. Compositional activity has an artistic and plastic character; it relies on the use of the language of art and consists in creating a new, holistic, original artistic image. The authors identify compositional thinking as one of the most important professional qualities of an artist and designer and reveal the methodology of its formation among students. The process of teaching composition – creating a painting, drawing, sculpture or design object – cannot be built as a simple linear process of learning image methods, compositional rules and techniques. The author's methodology is based on the method of problem tasks, which involves the formulation of an educational and creative task, the creation of a problem situation; comprehension, acceptance and resolution of the problem, during which students master generalized methods of artistic and creative activity. At the same time, the creative process is considered as a series of successive stages associated with the work of productive or creative imagination, and requiring the provision of visual or other information in the process of work. The article presents the results of the ascertaining and formative stages of experimental work on the development of compositional thinking of art students in the process of mastering expressive means, such as line, spot, texture, color, as well as compositional techniques and rules (static, dynamics, dominant, rhythm, etc.). The authors have developed a series of creative exercises, described the methodology of their implementation and the criteria are proposed to determine the level of development of students' compositional thinking based on the evaluation of their creative works.
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Kumar, Naveen, Rashmi Yadav i Soniya Gupta. "Implementation of Vedic Sutras to Resolve Division". International Transactions in Mathematical Sciences and Computer 15, nr 01 (2022): 09–14. http://dx.doi.org/10.58517/itmsc.2022.15102.
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Mathematical science has a lots of importance in our life, this encourages logical reasoning, critical thinking, creative thinking, abstract or spatial thinking, problem solving ability etc. Everyone requires mathematics in their daily lives. Analytical and reasoning skills are important because they help us solve problems and look for solutions.If we solve any problem based on division by using Vedic Mathematics formula such as flag method, then our time is saved as well as our logical and mental development also increases. This paper includes action research on the group of 20 students who are selected from the 50 students. This study is based on the uses of the Flag Method and Urdhava-Triyagbhyam Method to solve division problems involving tables near 60, 100. Division operations are used in many problems such as square roots, cube roots, etc. Vedic Method based on Urdhava-Triyagbhyam sutra is used by these for enhancing the mental exercise and reduced the time duration during the session.
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Vashdi, E. "Interdisciplinary approach to pediatric rehabilitation - The MDT method". European Psychiatry 65, S1 (czerwiec 2022): S750. http://dx.doi.org/10.1192/j.eurpsy.2022.1938.
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Introduction Interdisciplinarity involves the combining of two or more academic disciplines into one activity (e.g. a research project). It is about creating something new by crossing traditional boundaries between academic disciplines or schools of thought, as new needs and professions emerge, and thinking across them. The roots of interdisciplinarity can be found hundreds of years ago however, In the twentieth century it became a more academic movement. Objectives Interdisciplinarity also involves integrated thinking, borrowing ideas and metaphors, collaboration, flexibility in thinking, innovation and complex problem solving. The traditional professional model is usually disciplinary. Complex problems sometimes demand interdisciplinary solution. There is a constant dispute between the disciplinary and interdisciplinary approaches. Methods The MDT (Multidimessional therapy) method is part of the transdisciplinary approach. This is the next step after interdisciplinarity in which there are no boundaries between disciplines and the role of a primary therapist is established. Results The MDT is a system that implements the integrative therapy perception, and strives for optimal integration of all developmental areas, disciplines, methods, goals, schools, activities etc. So the child is seen as a whole and all developmental areas are considered in unison. The integration takes place at different aspects of therapy: evaluation, analysis process, case management, team work, disciplines and methods, therapist, goals and exercises.The MDT uses variuos integrative tools evaluation such as analysis process, primary therapist or integrative goals and exercises. Conclusions This lecture will present the structure and uniqueness of the system and the approach in order to introduce the beneficiary aspects of the integrative model in treatment of complex cases. Disclosure No significant relationships.
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Brovko, K. "FORMATION OF FOREIGN-LANGUAGE ACTIVITIES OF 6-7-YEAR-OLD CHILDREN USING THE WEB-SERVICE LEARNINGAPPS.ORG". Pedagogical education: theory and practice. Psychology. Pedagogy 2, nr 36 (2021): 59–64. http://dx.doi.org/10.28925/2311-2409.2021.368.
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The study considers the potential opportunities and features of using the Web-service LearningApps.org in the for- mation of foreign-language activities of 6-7-year-old children in English classes. The classification of types of tasks on a functional basis (Multiple-choice, Sequence or Pairing, Order, Filling in, Group Puzzle, Crossword, Word grid, Patring Game and ect.) is carried out. A brief description is given. A strategic analysis of the Web- service LearningApps.org in the formation of foreign-language activities of 6-7-year-old children is presented. A set of methodological, didactic, pedagogical and psychological principles, which is implemented in the process of using Web-services LearningApps.org in English classes, is described. Didactic possibilities of formation foreign-language activities of 6-7-year-old children in English classes are considered. Among them: activation of children’s vocabulary, formation reading skills and abilities, improvement of children’s written speech, development of basic speech skills: listening, speaking, practicing children’s use of grammatical forms, stimulation of children’s word formation. Emphasis is placed on the effectiveness of using the Web-service LearningApps.org for the development of critical and creative thinking; formation of communication skills, in particular: analysis of material, comparison, comparison, establishment of associations; development of logic of sequence of actions and decisions, ability of systematization and generalization of material; teamwork skills in the process of solving problems. Fragments of own development of interactive exercises in the Web-service LearningApps.org aimed at studying lexical units, grammatical skills, listening and consolidation of the studied material by the topic «Parts of body. Appearance» are presented.
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Ryzhko, O. "РЕЗУЛЬТАТИ ЦІЛЬОВОГО ОПИТУВАННЯ «ПЛАГІАТ ЯК ПОРУШЕННЯ АКАДЕМІЧНОЇ ДОБРОЧЕСНОСТІ»". State and Regions. Series: Social Communications, nr 4(52) (2.03.2023): 108. http://dx.doi.org/10.32840/cpu2219-8741/2022.4(52).16.
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<p><strong><em>The purpose of the study</em></strong><em> is to adjust the content of the «Plagiarism and academic integrity» academic subject on basis of the answers to the outlined survey.</em></p><p><strong><em>Research methodology.</em></strong><em> To find out the opinion of the respondents regarding the effectiveness of the «Plagiarism and academic integrity» academic subject, despite working in the conditions of a full-scale war in Ukraine, and to adjust the content of this academic subject under the study results, a survey (conducted on May 09–26, 2022) by the method of purposive sampling with Google Forms was used. It covered 67 respondents. This is 69.1% of the general population, that are the students with whom the author worked within this academic subject. The questionnaire contained 6 questions: 3 open-ended questions and 3 close-ended questions. To process the received information, the study used methods of generalization and analysis of information: systematization, grouping, qualitative (text analysis, classification) and quantitative (digital data) methods of data interpretation. The results are presented as a detailed verbal description.</em></p><p><strong><em>Results.</em></strong><em> It was found that for 100% of the respondents, the </em><em>academic subject opened up new knowledge and for 97% helped to master new skills important for maintaining academic integrity. The interviewees testify that the educational course is mostly balanced and creative, but it is still worth adding some items about plagiarism in artistic fields; increase the number of training exercises to develop the skills to compose list of references, to use citations, to create paraphrases and compilations, etc.; focus more on enhancement of basic competencies. Almost 75% of the respondents noted that studying the course prompted them to investigate more deeply the problems of academic integrity in general and plagiarism in particular. Respondents are most interested in creative industries, such as music, cinema, and literature, which means that it will be necessary to offer such formats for acquiring knowledge and skills that combine approaches and principles of academic integrity with course issues, for example, the creation of podcasts devoted to the prevention of plagiarism in various fields.</em></p><p><strong><em>Novelty.</em></strong><em> A number of issues are outlined that should be included in the course content, such as plagiarism and photography, plagiarism and stand-up, plagiarism and social media. Competences are highlighted, which, although they are fundamental in obtaining higher education (critical thinking, generating ideas, analyzing information) can be deepened in mastering of this academic subject.</em></p><p><strong><em>Practical importance.</em></strong><em> The obtained results will be used to adjust the content of the «Plagiarism and academic integrity» academic subject.</em></p><p><strong><em>Key words:</em></strong><em> academic integrity, plagiarism, violation of academic integrity, academic course.</em></p>
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Molita, Afni, i Masriyah Masriyah. "Junior High School Students Creative Thinking Ability In Solving Open Ended Problems On Straight-Line Equations From Gender". Edumaspul: Jurnal Pendidikan 7, nr 1 (1.03.2023): 822–32. http://dx.doi.org/10.33487/edumaspul.v7i1.5660.
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Teachers generally do not present exercises for students to think creatively because each exercise given is only result-oriented regardless of how the process is carried out by students. Therefore we need the right learning approach to improve students' creative thinking skills. An approach that can be used to improve students' creative thinking skills in learning is by providing open-ended questions. The purpose of this study was to obtain a description of (1) the mathematical creative thinking abilities of male students in solving open-ended questions on straight-line equations and (2) the mathematical creative thinking abilities of female students in solving open ended questions on straight line equations. This research method is descriptive qualitative. Data was collected using test methods and interview methods. The written test in this study was in the form of a Mathematical Ability Test (TKM) which was adapted from validated SMP National Exam questions with a selection of questions covering material for grades VII and VIII in odd semesters. Apart from that, the written test in this study was also a Problem-Solving Test (TPM) containing open-ended questions on straight-line equations. While the interview method was carried out after the students who were selected as research subjects took tests. The data collected was then analyzed qualitatively. The results showed that female students were only able to meet the fluency creative thinking ability indicators. However, female students did not meet the flexibility and novelty indicators. Thus, female students are included in the less creative category based on the level of students' mathematical creative thinking ability according to Siswono. Meanwhile, male students met the fluency and novelty mathematical creative thinking ability indicators. Thus, male students are included in the creative category based on the level of ability to think creatively mathematically according to Siswono.
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Zaimoglu, O., i Sh Chelgechen. "Improving the creative abilities of teachers in the education system at the present stage". Рroblems of engineering and professional education 69, nr 2 (2010): 17–32. http://dx.doi.org/10.32523/2220-685x-2023-69-2-17-32.
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In the modern world, one of the main tasks of the education system is the development of creativity. Creativity - (English, create - to create, creative - creative, creative) - creative abilities characterized by a willingness to create fundamentally new ideas that deviate from traditional or accepted patterns of thinking, and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise within static systems. Creativity has many advantages. Creativity allows you to solve tasks, a good idea can help you find a way out of a difficult situation. Creative thinking helps a person to find the most unusual ways of development. Creativity makes life infinitely diverse. Creativity allows you to realize a creative idea. Creativity helps to find ways for self-realization. The article reveals the relevance of the development of creative thinking of students. The most significant characteristics of a person's creative thinking are determined. It is emphasized that the level of development of students' creative abilities can be increased if special methods and exercises are purposefully applied, and creative methods are actively used. The pedagogical conditions that ensure the formation of the experience of creative thinking of students and the methods of pedagogical interaction are highlighted.
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Hannon, Stephen, Hugh McBride i Barbara Burns. "Developing Creative and Critical Thinking Abilities in Business Graduates". Industry and Higher Education 18, nr 2 (kwiecień 2004): 95–100. http://dx.doi.org/10.5367/000000004323051868.
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Educational programmes should promote an ethos of lifelong learning and develop in graduates the capacity for long-term personal and professional development through self-learning and reflection. A business degree programme should seek to produce graduates who are confident, creative thinkers with the capacity to solve problems, think creatively, negotiate, make decisions and resolve conflict. The development of these capabilities should not be left to chance, but should be addressed explicitly in the programme. Whether creativity and critical thinking skills are innate or learned, there is little disagreement that experience deepens and expands these abilities. A module entitled ‘Critical Thinking’ has been introduced into a bachelor's degree in Business Studies. In this module both individual and team experiential tasks are used to develop creative thinking. These tasks are relevant to business activities in product development, marketing, and process development. Experiential exercises in decision making and conflict resolution abilities build skills necessary to face challenges from new technologies, competition or the business environment.
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Konecki, Krzysztof T. "Creative Thinking in Qualitative Research and Analysis". Qualitative Sociology Review 15, nr 3 (31.07.2019): 6–25. http://dx.doi.org/10.18778/1733-8077.15.3.01.
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I would like to present the possibility of broadening the traditional methodological and technical skills of researcher and analyst, but also the intellectual capacity of the researcher associated with combining data, categorizing, linking categories, as well as the interpretation of the causes and consequences of the emergence of certain social phenomena. Some methodologies, methods, and research techniques are more conducive to creative conceptual and interpretive solutions. Therefore, I describe the serendipity phenomenon in such methodologies as grounded theory, ethnography, phenomenological research, and contemplative inquiry. The problem of intuition in qualitative research will be also described in the paper. There will be presented also some suggestions how to be creative in qualitative research.
From the review of issues of creativity in qualitative research we can derive the following conclusions:
Creativity in qualitative research depends on the strength of a priori conceptualization and stiffness of the adapted methods of research and analysis.
If the methodology is more flexible (as the methodology of grounded theory), the researcher can get to phenomena that he/she has not realized and which are still scantily explored in his/her field of expertise.
The phenomenological and contemplative approaches allow the use of the investigator’s feelings and experience as they appear in the studied phenomena, which usually does not take place in objectifying and positivistic research.
The investigator may therefore consciously use these methodologies and approaches that foster creativity.
The researchers can improve their skills in thinking and creative action by doing some methodical exercises (journal writing, writing poetry as a summary of the collected data, the use of art as representation of the phenomenon, the use of meditation, observation of the body feelings, humor, etc.).
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Septin Grahaning Tyas i Erman. "Creative Thinking of Middle School Students in Solving Physics Problems". Indonesian Journal of Science Learning (IJSL) 2, nr 2 (31.12.2021): 61–71. http://dx.doi.org/10.15642/ijsl.v2i2.1631.
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This study aims to describe the creativity in thinking of junior high school students in solving physics problems. Creativity in thinking is important for students to make themselves understand a physics concept, such as force, work, etc. Creativity in thinking is also needed so that students can find several possible problem solving according to their potential and are not fixated on a method because basically every student has their own imagination and thought process. Twelve students in the class VIII J of SMP Negeri 1 Jombang participated in the study. Data obtained from student's thinking creativity test instrument which is strengthened by data from student and teacher interviews. Data analysis referred to three indicators of creativity used in the study: fluency, flexibility, and originality. The results showed that the students' thinking fluency with high ability and some students with medium and low abilities got high scores. The highest score of the flexibility indicator was obtained by students with low abilities. High scores for the originality indicator were also obtained by several students from the high, medium, and low ability groups. High creativity scores are not only obtained by high-ability students but also medium, and low-ability students. The creativity of students' thinking in solving physics problems is different. Students' knowledge and experience play a role in the differences in students' creativity in thinking fluently, flexible, and new. So that teachers can use learning methods that provide direct experience to students to make it easier for students to understand a concept and also improve students' mathematical operational abilities to make it easier for them to solve a problem that requires mathematical calculations.
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Gogovska, Valentina. "Interesting textual tasks as creative tools". New Trends and Issues Proceedings on Humanities and Social Sciences 5, nr 1 (8.05.2018): 156–61. http://dx.doi.org/10.18844/prosoc.v5i1.3398.
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This study aims to promote the use of interesting textual tasks during everyday mathematics classes, especially during solving exercises. Consequently, this should contribute to the possibility for students to obtain long-lasting knowledge while stimulating the process of creative thinking and understanding. Further to encourage students to investigate mathematical concepts on a deeper, more creative level, we use rich and interesting problems that can be explored on a variety of levels. This process should be well planned, though-out and specified. Well-chosen tasks and discussion can not only improve and empower the process of individualisation and differentiation during doing mathematics but also stimulate the process of creative thinking and motivate students in their current learning. These interesting tasks can be solved in a variety of ways and students should be given a chance to explain their reasoning to each other. One interesting task can be used as a springboard for several others.
Keywords: Teaching legal translation, ESP, ESL, error analysis.
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Gladilina, Irina P. "Creative Thinking and Development of Professionalism by Procurement Specialists in the Context of Digitalization". Academic Journal of Interdisciplinary Studies 8, nr 2 (1.07.2019): 219–25. http://dx.doi.org/10.2478/ajis-2019-0033.
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Abstract The paper presents the scientific idea that the problems of sustainable socio-economic development of the country as a whole and such an important segment as public procurement in particular, may be successfully addressed provided the theoretical validation, development and implementation in practice of training of the procurement specialists of technologies for development of creative thinking. Creative thinking, as one of the leading digital competencies, contributes to the solution of the problem of labour market saturation with the specialists ready to address the task of creating a new technological basis for the development of economy, social sphere, etc. Professional competences of procurement specialists built with reliance on creative thinking help to solve every day professional tasks at a new qualitative level.
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Silapachote, Piyanuch, i Ananta Srisuphab. "Engineering Courses on Computational Thinking Through Solving Problems in Artificial Intelligence". International Journal of Engineering Pedagogy (iJEP) 7, nr 3 (29.09.2017): 34. http://dx.doi.org/10.3991/ijep.v7i3.6951.
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Computational thinking sits at the core of every engineering and computing related discipline. It has increasingly emerged as its own subject in all levels of education. It is a powerful cornerstone for cognitive development, creative problem solving, algorithmic thinking and designs, and programming. How to effectively teach computational thinking skills poses real challenges and creates opportunities. Targeting entering computer science and engineering undergraduates, we resourcefully integrate elements from artificial intelligence (AI) into introductory computing courses. In addition to comprehension of the essence of computational thinking, practical exercises in AI enable inspirations of collaborative problem solving beyond abstraction, logical reasoning, critical and analytical thinking. Problems in machine intelligence systems intrinsically connect students to algorithmic oriented computing and essential mathematical foundations. Beyond knowledge representation, AI fosters a gentle introduction to data structures and algorithms. Focused on engaging mental tool, a computer is never a necessity. Neither coding nor programming is ever required. Instead, students enjoy constructivist classrooms designed to always be active, flexible, and highly dynamic. Learning to learn and reflecting on cognitive experiences, they rigorously construct knowledge from collectively solving exciting puzzles, competing in strategic games, and participating in intellectual discussions.
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Altakhayneh, Bahjat. "The degree of including twenty-first century skills in the developed seventh grade mathematics textbook in Jordan". Journal of Umm Al-Qura University for Educational and Psychological Sciences 14, nr 4 (20.12.2022): 72–85. http://dx.doi.org/10.54940/ep98229655.
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This study aimed to investigate the degree of including twenty-first century skills in the developed mathematics textbooks of seventh grade students in Jordan for the 2021/2022 academic year, and the degree to which these skills are distributed in mathematics textbooks for seventh grade students. The study sample consisted of exercises, examples and problems contained in the prescribed mathematics books, and the training, example, or problem was chosen as a unit of analysis, and its number was (1717), and it was classified in light of the skills of the twenty-first century: critical thinking and problem solving, creative thinking, communication, employing technology, Self-learning, collaboration and community participation. The results of the study showed that mathematics textbooks for seventh grade students included the twenty-first century skills with an average percentage of (43%) of all skills, and the skills were ranked in descending order as follows: critical thinking and problem solving (21%), self-learning (7%), creative thinking (6%), communication (6%), employing technology (2%), cooperation and community participation (1%).
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Hikmah, Zia Nurul, Rohmatul Aulia Khairunnisa i Ishaq Nuriadin. "Profile of Learning Independence in Achieving Creative Thinking Ability of Vocational School Students". JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, nr 1 (14.09.2020): 12. http://dx.doi.org/10.25273/jipm.v9i1.5859.
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This research focuses on the profile of learning independence in achieving the mathematical creative thinking skills of vocational school students. This research was conducted in class X SMK with subjects consisting of 5 students. Data collection techniques using questionnaires, tests, and interviews. Data analysis was carried out through data reduction, data presentation, data interpretation, and conclusion drawing. In this study, data reduction was carried out by grouping students into high, medium, and low levels of learning independence through a learning independence questionnaire. Furthermore, the data is presented with a description of the characteristics of the creativity level of students who have high learning independence in solving math problems. Then draw conclusions. Researchers used triangulation methods to compare data. The results of this study are that students have a high level of learning independence and students have difficulty working on tasks of mathematical creative thinking skills so that it takes a long time to do. Students are required to have activeness, own initiative, be resilient and persistence in learning. Students can involve various resources and activities such as reading alone, group study, and question exercises in order to improve their mathematical creative thinking skills
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Toleva-Stoimenova, Stefka, i Katya Rasheva-Yordanova. "DEVELOPING ANALYTICAL THINKING SKILLS IN HIGHER EDUCATION". Education and Technologies Journal 14, nr 1 (1.08.2023): 86–90. http://dx.doi.org/10.26883/2010.231.4977.
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Analytical thinking is а necessary skill all students need to develop in order to do some research tasks in their university studies, but also the building of such thinking is a major task of university education. The effectiveness of modern higher education is associated with the acquisition of higher order thinking skills such as critical and analytical thinking. This report examines various aspects of analytical thinking, closely related to creative and critical thinking, also to solving problems. Some tools, methods and approaches that contribute to the building and improvement of analytical thinking in university education are presented as research based education, problem based education, game based education, etc.
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Shalnieva, Polina. "The peculiarities of creativity management in modern organizations". HUMANITARIUM 43, nr 1 (24.09.2019): 162–70. http://dx.doi.org/10.31470/2308-5126-2019-43-1-162-170.
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The article provides a theoretical analysis of the problem of creativity management in organizations. The relevance of identifying creative employees in the company and encouraging the manifestation of creative solutions among all staff is substantiated. The experience of existing companies is considered, which proves that creativity plays an invaluable role in the management of the organization and the competitiveness of the company in the labor market. The key concepts that underlie creative management are studied, namely: creativity, creativity, talent, skill, coaching, etc. The essence of the concept of creativity taking into account managerial and psychological aspects is revealed. The characteristics of a favorable climate, which are factors of creative behavior that allows to create and implement innovations: challenge (emotional involvement and dedication to their work), freedom (choice of how to do their job), idea time (idea development time), trust and openness (security) expression of opinions and proposing different points of view), dynamism (saturation of life in the organization), game (relaxation of the workplace), debate (participation in debates on issues), conflicts (involvement in interpersonal conflicts), risk (efficiency of response to new opportunities). The elements of creative development are generalized: understanding of the process of creative thinking, definition of blocks for creative thinking and skills, use of methods for obtaining fresher ideas and decisions, permission of personal creative desire and life creative vision. Theories of creativity and methods of creative thinking are analyzed, which describe the process of solving problems and offer non-standard solutions to problems. Stages of creative thinking are distinguished: preparation (problem statement and attempt to solve it), incubation (feeling of lack of strength, postponement of problem solving), enlightenment (sudden, completely unexpected finding of a possible solution), verification (verification of ideas and their formalization and design).
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Brčkalo, Branka, i Jovana Elek. "Creative impulses caused by linguistic phenomena in phonetics teaching". Metodicka praksa 26, m. br. (2023): 172–90. http://dx.doi.org/10.5937/metpra2302172b.
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Learning grammar at school involves forming grammatical terms and grammatical speech structure, studying grammatical phenomena, developing habits and skills in the area of grammatical analysis and utilizing grammatical knowledge as an aid in solving orthography tasks and building the culture of speech. Studying grammar is deeply connected with phonetics, orthography, word formation, lexis, etc. The younger the students, the bigger the necessity for dialogue, obviousness, induction and concrete terms, but the development of abstract ways of thinking must not be neglected either. Teaching phonetics, much like the other grammatical disciplines, has to be closely connected with teaching orthography. There are many ways of making phonetics and orthography appeal to students in a way that speaking and writing exercises and reading books appeal to them. One of the ways is also the usage of the classic didactic principle of obviousness, which this work highlights in the example of a written preparation for class work and teaching.
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Jamil, Muhammad, Tahira Batool Bokhari i Dawood Ahmad. "Evaluation of Critical Thinking Elements: A Qualitative Content Analysis of Physics Textbook Grade IX". Qlantic Journal of Social Sciences 5, nr 1 (30.03.2024): 344–50. http://dx.doi.org/10.55737/qjss.337110358.
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Critical thinking skills are essential in the 21st century in all academic and overall life. This skill is among the 4Cs of the twenty-first century that enable learners to analyze information, argumentation evaluation, decision making, and problem-solving. The purpose of the current study is to analyze the 9th-grade physics textbook about the development of critical thinking skills among students. A purpose sampling technique was utilized to select the physics textbook. Nvivo 12 software was used as a facilitator to get the analysis of the document after importing it in PDF format through the qualitative content analysis method. Passages and activities regarding critical thinking skills development were identified. As per the analysis of the document, five aspects were extracted regarding the development of critical thinking skills, encouragement of inquiry-based tasks, promotion of application and problem-solving, development of analysis and evaluation, creative thinking, and connection of concepts towards real-life situations. There are different examples from the textbook that promote open-ended questions, practical problems, analysis, and creative exercises to challenge students to think critically with the application of their knowledge. Through engagement in inquiry-based activities, data analysis, problem-solving, evaluation, and creativity, the learners of the twenty-first century can develop the capability of critical thinking with innovation and logic.
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Halstrøm, Per Liljenberg, i Christine Isager. "En medrivende form for knibeøvelser: Når retoriske homologier driver en designproces". Rhetorica Scandinavica, nr 83 (21.05.2021): 1–21. http://dx.doi.org/10.52610/zdac9065.
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Homological analysis has played a part in rhetorical criticism to uncover unexpected common forms that connect otherwise disparate groups and contexts. This article investigates how to use homologies as discursive prototypes when designing compelling forms and developing design solutions to complex problems in a rhetorical vein. Two different cases are presented for illustration that share a focus on Kegel exercises. One is an activist campaign, a fictitious party established during the Danish national election in 2019 to counter the far-right party Stram Kurs (Hard Line) by way of humor and coordinated Kegel exercises; the other a current co-creation process in which designers and groups of new mothers explore rhetorical homologies that might motivate Kegel exercises in relation to pregnancy. These two form-oriented design processes are analyzed to discover how rhetorical homological thinking might support the creative development as well as the critical evaluation of compelling forms before they are circulated to propose surprising solutions to large and small problems in society. Keywords populism, Ernesto Laclau, antagonism, empty signifier, chains of equivalence, affect, political rhetoric
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Podlevska, Nelya, i Oksana Raniuk. "RHETORIKAL COMPETENCE IN THE FORMATION OF THE FUTURE PHILOLOGIST". Academic Notes Series Pedagogical Science 1, nr 192 (marzec 2021): 120–23. http://dx.doi.org/10.36550/2415-7988-2021-1-192-120-123.
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The concept of «rhetorical competence of a philologist» is analyzed in the article. It is determined that the rhetorical training of students is a necessary component of the formation and development of the personality of the future specialist. However, for a future philologist this competence is professionally necessary. Based on the research of scholars on rhetorical competence, this concept is interpreted as a set of practical skills of a student of philology, who has learned the necessary block of theoretical knowledge and realizes it in reality, it allows him to successfully and effectively interact with other subjects. It is noted that a high level of rhetorical competence allows to achieve professional and life success, it is an indicator of intellectual development. The article emphasizes that rhetoric is not an independent subject in all universities, it is necessary to use elements of rhetoric in classes in higher education. Exercises and tasks that contribute to the formation of rhetorical competence are highlighted. It is noted that training exercises have a practical orientation and are intended to activate mental processes (memory, thinking, imagination, etc.), to improve speech and communication skills. Preparatory exercises help to reduce stress and overcome psychological barriers, distract and help to relax during the learning process. Analytical exercises help to train students ability to work with text, develop memory, analyze stylistic devices, structure information, etc. Creative (with the creation of own texts) and constructive (reconstruction of sentences, texts, etc.) exercises are productive in the training of philologist. Particular attention should be paid to the use of non-verbal means by students, including facial expressions, gestures. Equally important is the construction of dialogues, questions, the use of communicative exercises, games and situational tasks, because such tasks motivate students, arouse interest in learning, allow them to practice speech. The article emphasizes that working in groups, in pairs develops the ability of constructive dialogue, listen and hear the interlocutor, understand the position of the interlocutor, the ability to use verbal and nonverbal means, to overcome certain closeness in communication. Practical classes in the form of discussion, such as talk shows are important for the formation of rhetorical competence of future philologists. The authors summarize that rhetorical competence will make possible a high level of further professional self-education, will promote the realization of professional knowledge in productive and civilized ways of thinking and speaking.
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Kozyar, Mykhaylo, Yuriy Kozlovsky i Oleh Stechkevych. "IMPLEMENTATION OF STEM EDUCATION OPPORTUNITIES BY MEANS OF INTEGRATION OF CREATIVE TEACHING METHODS". Academic Notes Series Pedagogical Science 1, nr 191 (2020): 20–23. http://dx.doi.org/10.36550/2415-7988-2020-1-191-20-23.
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The article considers the problem of activation of the creative potential of students, their involvement in the searching activity using the integrated methods as the instrument to solve the contradictories between the requirements of innovative training at higher educational establishments and the practice of conventional methods application. The research argues the expediency of use of the opportunities of STEM education at technical higher educational establishments to train students to be able to make non-standard and adequate decision depending on the situation, to see the prospects and plan the strategies, etc. Creativity, cooperation and critical thinking are the key competences to get success in the 21st century, which secure development of the principal skills and provide knowledge not separately, but as an integration of courses into an unified educational system. The work outlines the main opportunities of STEM-education at technical higher educational establishments, particularly mastering tools of analysis and synthesis for specification of the problem and its solution; learning the mathematic apparatus for solution of the set professional tasks; readiness to integrate different aspects of knowledge and activities; ability to make situational integration of means, knowledge and actions in the process of problem solution; ability to creative integration in its dynamic development, focus on optimization of the professional activity, development of critical thinking as a principal feature of specialists; ability to set the problem correctly, etc. The article supplies examples of use of the cognitive teaching methods of propaedeutic block for the creative methods application. The research describes the opportunities to use such cognitive methods as empathy; semantic imagination; imaginary thinking; symbolic thinking; heuristic issues; comparison; heuristic observation; facts; investigation; constructing of notions, norms and theories; assumptions and trips into the future; forecasting, etc. The research considers peculiarities of the creative methods of training at technical higher educational establishments on the example of teacher’s proficiency in physics, which are based on the integrated approach by shaping of a logical chain of methods for solution of specific problems (methods of agglutination, synectics, analogy, inversion, excogitation, etc.). The conclusion is that the main task of introduction of the STEM-education at technical higher educational establishments expects appropriate pedagogical conditions to secure development of the creative potential of a personality, independent critical thinking, system of values, formation of the range of professional competences of the specialist.
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Biisova, G. I., i Zh K. Madalieva. "SYNERGETIC APPROACH IN PEDAGOGY: PROBLEMS AND OPPORTUNITIES". BULLETIN Series of Pedagogical Sciences 66, nr 2 (6.08.2020): 19–24. http://dx.doi.org/10.51889/2020-2.1728-5496.03.
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The article analyzes the possibilities that modern pedagogy provides for the achievement of synergetics. The prospects for a synergistic approach in the theory and practice of pedagogy include the expansion of self-education and creativity of students, interdisciplinarity, critical thinking and creative thinking, etc. The pedagogical process from the point of view of the synergetic paradigm provides the student with the opportunity of self-education to a much greater extent than the usual practice of education, where the teacher often dominates the student, and the entire educational system does not give the student the freedom of creative expression. In the scientific community, there is not only a positive, but also quite cautious attitude to the application of the principles and concepts of synergetics in the pedagogical process. Man’s universality implies, firstly, the widest range of his freedom, and secondly, the spiritual (spiritual) structure of man, which obeys quite certain laws, namely, development in the context of proper relationships with other people in a wide variety of life circumstances. Synergetics in pedagogical practice does not exhaust the possibilities and requirements for the full development of man. Therefore, the problem consists in harmoniously combining different approaches to education and upbringing so that the principles of synergetics do not contradict the principles of humanism and developing pedagogy, and they, in turn, would not interfere with innovative teaching and upbringing methods.
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Kudaibergenova, Zhyldyz, Nurila Askarova i Sanzharbek Erdolatov. "IMPLEMENTATION OF INDEPENDENT COGNITIVE ACTIVITY OF STUDENTS USING COMPUTER TECHNOLOGY". Alatoo Academic Studies 23, nr 1 (30.01.2023): 82–95. http://dx.doi.org/10.17015/aas.2023.231.08.
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This article shows that the requirements of higher education are aimed at independence in learning, their correct use in teaching activities, everyday life, and creative thinking of students. Self-cognitive interest can be in various fields of science, as well as in a particular section or a specific topic, in order to develop a general outlook. Speaking about cognition and its importance in education, we must always remember its place in the development of personality. In educational work, the main tasks of increasing interest in learning, self-creative development are: the desire of students to learn independently and creatively; work on tasks that require research, thinking and a strong imagination. When learning to solve problems with the help of selected exercises, one should also exercise observation, sensitivity or the ability to use similarity, induction, comparison, draw appropriate results and conclusions. The higher the readiness of the future specialist to make various decisions, sometimes the right decisions in difficult situations encountered in everyday life, the more effective will be his success in professional activities.
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Sekovanov, Valery S., Alexey A. Piguzov, Svetlana F. Katerzhina i Larisa B. Rybina. "PERFORMING A MULTI-STAGE MATHEMATICAL-INFORMATIONAL TASK “TENT-LIKE AND LOGISTIC FUNCTIONS” AS A MEANS OF DEVELOPING CREATIVITY OF UNIVERSITY STUDENTS". Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, nr 2 (2020): 211–19. http://dx.doi.org/10.34216/2073-1426-2020-26-2-211-219.
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The paper considers a multi-stage mathematical-informational task “Tent-like and logistic functions”, the implementation of which is aimed at developing students’ creativity. The multi-stage mathematical information task (MMIS) is a specially composed sequence of tasks, exercises, problems and didactic situations that connect various types of creative activity with each other. It is carried out by the MMIZ student under the guidance of a teacher and is aimed at developing his creativity. This multi-step task contains seven steps. Mathematical, informational and artistic activities in the course of performing MMIZ are aimed at developing the most important creative qualities - originality and flexibility of thinking. Solving the tasks proposed in MMIZ, the student breaks the stereotypes of thinking, puts forward hypotheses, carries out their verification by analytical methods and illustrates the results with the help of computer experiments, which is also aimed at developing his creativity. It is important to note that as part of a multi-stage assignment, the student is invited to design educational activities that develop his creative qualities. Creative qualities are necessary for a future university graduate who will face rapidly changing conditions of the social space and the modern labor market, which will require him to be able to creatively solve complex professional problems. When performing MMIZ, the student becomes a mathematician, programmer and computer artist, which increases his motivation for the studied disciplines and understanding of their deep integration connections. When performing MMIZ, the practical importance of student research is noted - a mathematical model of population development is built.
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Slanov, Oleg T., i David O. Dzitsoev. "THE MAIN ADVANTAGES AND DISADVANTAGES OF IMPLEMENTING A STEM EDUCATION SYSTEM". EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 9/2, nr 139 (2023): 10–15. http://dx.doi.org/10.36871/ek.up.p.r.2023.09.02.002.
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This article is devoted to the study and disclosure of the essence of an innovative approach covering the educational environment, known as STEM technology. In addition, during the writing of the article, both the main advantages and disadvantages of introducing this category during the educational cycle were considered. The essence of STEM education lies in the integration of various disciplines into one whole to solve certain problems with the help of creative thinking, which, in turn, is accompanied by the disclosure of the creative potential of the teacher. Undoubtedly, the topic of our study is quite relevant for the modern socio-economic system, since STEM technologies open up new opportunities in the educational system, focusing on improving such personal qualities as logical thinking, analysis, making informed decisions, etc.
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Акірі, Іон. "STEM EDUCATION IN THE CONTEXT OF THE TRANSDISCIPLINARY PARADIGM". Education: Modern Discourses, nr 6 (10.03.2024): 161–69. http://dx.doi.org/10.37472/2617-3107-2023-6-14.
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The article deals with the problem of implementation of STEM/STEAM/STREAM education in the context of the implementation of the transdisciplinary paradigm. It is emphasized that updating the paradigm of STEM-education to STEAM-education and, then, to STREAMeducation is necessary, since humanitarian components can actively contribute to the formation and development of competences in the field of communication, cooperation, creative and critical thinking, etc. With the application of humanitarian components, school education will become more transsubjective. Examples of transdisciplinary learning through STEM/STEAM/STREAM project activities are given. The problems of the implementation of STEM/STEAM/STREAM education in the context of the transdisciplinary paradigm are identified and the ways of their solution are outlined. Conclusions are made that the introduction of STEM education incorrelation with the transdisciplinary educational paradigm will allow: to significantly improve the quality of general education; to increase students’ motivation and interest in studying school subjects and education in general; to promote conscious life and professional self-determination of future graduates; to orient students in various fields of knowledge; effectively work with a large amount of information, create own knowledge bases; develop different types of thinking: analytical, critical, creative, etc.; consciously integrate and transfer knowledge to various areas and use the acquired knowledge when solving various problems in simulated and/or real situations; to form and develop various competences of students, including in the field of communication, cooperation, creativity and critical thinking.
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Bilier, Oksana, i Olha Vasko. "Model of the Development of Creative Thinking Primary School Students in the Process of Extracurricular Work". Journal of Vasyl Stefanyk Precarpathian National University 10, nr 1 (3.04.2023): 144–51. http://dx.doi.org/10.15330/jpnu.10.1.144-151.
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The article considers the possibilities of modeling based on which a model of the development of creative thinking primary school students in the process of extracurricular work is theoretically justified and developed, which has three components: the first component is the parts of creative thinking, namely: creative imagination, the ability to speak new and associative and figurative thinking. The second component is the methods of development creative thinking, within the scope of the study they were defined as: educational and developmental methods, motivational methods and creative and productive methods. The third component is pedagogical conditions for the development of creative thinking. Pedagogical conditions included: activation of creative activity, which is realized through the activation of thinking, creative imagination, observation of each student; giving the teacher freedom of action to demonstrate his creative abilities while performing tasks aimed at developing creativity; the introduction of game moments that motivate the creative activity of students, give an opportunity to be realized in a more favorable, psychologically positive atmosphere; the ability to create a sense of satisfaction and joy from success in students, the development of creativity; creation of an art space: a classroom, relaxation art corners, a hobby workshop, a gallery of student creativity; the use of innovative technologies in the process of extracurricular activities, for example, project activities.
It was determined that in accordance with the characterized pedagogical conditions, it is appropriate to use certain groups of methods: educational and developmental, aimed at identifying the creative potential of students and directing it to the formation of creativity structural components; motivational, which should interest students in the process of learning about the new, unknown, actualize knowledge bases, promote active creativity in the process of extracurricular activities; creative and productive, which summarize the mastered material, reflect the quality and level of specific knowledge, skills and abilities acquired in the lessons; creative learning methods, which include those that are traditionally intuitive: brainstorming, empathy, etc.
It’s confirmed that within the framework of the implementation of this model, the main task of the teacher is to manage the processes of creative search: creating a situation of creative activity of primary school students, developing their imagination, associative thinking, the ability to understand patterns, the desire to constantly improve, to solve more and more complex creative problems.
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Whitmire, Heather, i Mary Haque. "INCORPORATING CREATIVE LEARNING INTO HORTICULTURE CLASSES". HortScience 40, nr 3 (czerwiec 2005): 883d—883. http://dx.doi.org/10.21273/hortsci.40.3.883d.
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The Clemson University Communication Across The Curriculum program is coordinating a creative response for learning (CRL) project to provide students with creative learning and critical thinking opportunities relevant to course content while creating a learning community. Faculty representing numerous disciplines asked their students to respond with creative projects (e.g., drawings, poems, posters, multimedia, sculpture, music, etc.) to the subject matter of the course. Students in Horticulture courses responded by writing poems in a Landscape Appreciation class, designing creative solutions to environmental problems in a Landscape Design Class, and installing an Ethnobotany Garden in a landscape implementation class. The landscape design and implementation classes used a service learning methodology to identify and solve problems in local communities. Following a four-part process of preparation, action, reflection, and celebration, students in the design class completed plans for thirteen theme gardens constituting a Children's garden in the South Carolina Botanical Garden. The following semester, landscape implementation students built the first of the series, an Ethnobotany Garden, using teamwork and university/community partnerships. They also practiced individual creative thinking and building skills through the design and installation of creative projects including a bat house, a stained glass and a broken tile birdhouse, four container gardens, artistic stepping-stones, and a dramatic metal sculpture of a butterfly representing the sustainable wildlife habitat aspect of the Children's garden. College students and faculty working on the Ethnobotany Garden project alone contributed over 1,000 hours to their community while learning more about both the art and the science of landscape design and implementation.
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Доглаев, А. Ю. "REALIZATION OF THE INTELLECTUAL POTENTIAL OF YOUNG CHESS PLAYERS WHEN ACTUALIZING CREATIVE EXPERIENCE". Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, nr 1(118) (3.06.2023): 094–102. http://dx.doi.org/10.37972/chgpu.2023.118.1.012.
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Важнейшим фактором становления творческого опыта детей является развивающая игровая деятельность, формирующая гибкость мышления, интеллект, которыйпредставляет собой навыки обработки информации («книжный ум»), развивающие беглость, гибкость, оригинальность и разработанность мышления. В процессе обучения игре в шахматы используются методы решения шахматных задач, современные информационные технологии и методы, реализация врожденных задатков, превращение их в способности, креативное мышление, наличие цели достижения шахматных высот, определяющих его дальнейшую деятельность. В качестве диагностического инструментария оценки уровня сформированности творческого опыта младших школьников, обучающихся шахматам, использовались тест креативности Торренса,«карта одаренности» (А. И. Савенкова), опрос родителей и др. Обучение шахматам состоит из последовательности занятий, имеющих два уровня сложности, распределенных по годам обучения. Важным условием реализации творческого опыта младших школьников является соблюдение принципов развивающего обучения. Активно используются компьютер, задачный подход в обучении, решение сложных и многогранных шахматных задач. Учащимся даются для решения шахматные задачи, развивающие беглость, гибкость, оригинальность и разработанность мышления, предлагаются позиции для решения и разыгрывания нестандартных шахматных задач. Полученные результаты позволяют сделать заключение о последовательности актуализации творческого опыта младших школьников от осмысления генетического опыта до решения сложных шахматных задач. The most important factor in the formation of the creative experience of children is the developmental play activity, which forms the flexibility of thinking, intellect, which is information processing skills (“book mind”), which develops fluency, flexibility, ingenuity and development of thinking. In the process of learning to play chess, methods for solving chess problems, modern information technologies and methods, the implementation of innate inclinations, their transformation into abilities, creative thinking, the goal of reaching heights in playing chess are used. As a diagnostic tool to evaluate the level of formation of the creative experience of junior schoolchildren learning chess, we used Torrance Tests of Creative Thinking, the Map of Giftedness by A.I. Savenkov, a survey of parents, etc. Teaching chess consists of a sequence of lessons that have two levels complexity, distributed over the years of training. An important condition for the implementation of the creative experience of younger students is the observance of the principles of developmental education. The computer, the task-based approach to learning, and the solution of complex and multifaceted chess problems are actively used. Students are offered to solve chess problems that develop fluency, flexibility, originality and development of thinking, positions are offered for solving and playing non-standard chess problems. The obtained results make it possible to draw a conclusion about the sequence of actualization of the creative experience of younger schoolchildren from understanding the genetic experience to the solution complex chess problems.
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Krylova, Alexandra V., i Alexandra V. Shornikova. "Creative Thinking and Creative Technologies as a Modern Component of Instruction of Music Professions". Problemy muzykal'noi nauki / Music Scholarship, nr 3 (2023): 140–49. http://dx.doi.org/10.56620/2782-3598.2023.3.140-149.
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The article is focused on elucidating the necessity of implementation of methods of development of creative thinking into the system of music education. The predominance of logical methods of analysis in the process of music education negates heuristic thinking and transfers the accentuation from the creatively active production of new ideas to mere reproduction of already existing and known models of professional behavior. According to the theory of psychologist Joy Paul Guilford, who initially brought in the term “creativity” into scholarly use, its didactic directedness is initially highlighted, particularly, the formation of its basis the capabilities of solving problems swiftly and non-standardly, the complexity of which is continuously growing in the speedily changing modern society. The presence of this skill within the framework of creative professions is especially crucial, because in art the process of evolution is in many ways connected with the violation of the existent norms. The success of conservatory graduates, who work, among other places, in concert organizations, may be guaranteed not only by their performance opportunities of technical and interpretation varieties, but also by the search for new formats of presenting their music to the audience. This is demonstrated in the article on the example of collaborative artistic projects. While expounding the thesis of a goal-oriented upbringing of creative thinking, the authors propose the structure of a special educational course within the frameworks of which on the basis of theory and practical tasks this skill may be developed. The training part of the course presumes the use of various directions of methods for developing creative skills elaborated by various scholars, such as, for instance, Sigmund Freud’s method of free associations, Tony Buzan’s mindmapping, Mark Levy’s freewriting, etc. The summarizing conclusion of the article is that the formation of the skill of creative thinking is the key to successful personal and professional growth of specialists in the sphere of the art of music.
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Rohmah, Ainur, Mita Dwi Rosita, Ervina Reza Fatimah i Indah Wahyuni. "Analisis kemampuan berpikir kritis siswa kelas vii smp dalam menyelesaikan soal cerita materi segitiga". Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu 2, nr 2 (30.06.2023): 175–84. http://dx.doi.org/10.31980/pme.v2i2.1419.
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Critical thinking skills are very important in today's life, as other thinking skills develop, such as decision-making and problem-solving skills. This study aims to analyze the critical thinking skills of class VII students at SMPN 2 Kalisat in solving word problems on triangle material. Students' critical thinking skills are very important to help them solve problems and make the right decisions. This study used a descriptive qualitative method with data collection techniques using written tests and interviews. The research sample consisted of 6 students of class VII B at SMPN 2 Kalisat. The results showed that students' critical thinking skills in solving triangle story problems were still low. This shows the need for efforts to improve student's critical thinking skills through more active, creative, and participatory learning. It is recommended for teachers to provide more exercises to students to improve their critical thinking skills in solving triangle story problems. Kemampuan berpikir kritis sangat penting dalam kehidupan saat ini, saat keterampilan berpikir lainnya berkembang, seperti pengambilan keputusan dan keterampilan memecahkan masalah. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa kelas VII di SMPN 2 Kalisat dalam menyelesaikan soal cerita pada materi segitiga. Kemampuan berpikir kritis siswa sangat penting untuk membantu mereka dalam memecahkan masalah dan membuat keputusan yang tepat. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data menggunakan tes tulis dan wawancara. Sampel penelitian terdiri dari 6 siswa kelas VII B di SMPN 2 Kalisat. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa dalam menyelesaikan soal cerita materi segitiga masih rendah. Hal ini menunjukkan perlunya upaya untuk meningkatkan kemampuan berpikir kritis siswa melalui pembelajaran yang lebih aktif, kreatif, dan partisipatif. Disarankan bagi guru untuk memberikan latihan-latihan yang lebih banyak kepada siswa untuk meningkatkan kemampuan berpikir kritis mereka dalam menyelesaikan soal cerita materi segitiga.
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Naumenko, Liudmyla, i Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH". АRS LINGUODIDACTICAE, nr 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.
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Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.
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Moon, Francis C. "Nonlinear Thinking in Mechanics and Design". Applied Mechanics Reviews 47, nr 6S (1.06.1994): S301—S304. http://dx.doi.org/10.1115/1.3124429.
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While the spread of computer aided design tools in the last two decades has been revolutionary, much of its analytical basis in elasticity, vibrations, thermal systems etc, rests on linear models. These new ideas have found application in many areas of applied science and are now just beginning to find their ways into practical devices. (See eg, Moon (1992)). As these ideas mature, it is natural to ask if they can be introduced into the undergraduate curriculum. The Author argues that creative solutions to design problems often result from using nonlinear models and concepts. Nonlinearity, often seen as something to be avoided, can sometimes offer alternative solutions that linear models cannot do. The Author also argues the case for introducing nonlinear thinking into the engineering curriculum in mathematics, mechanics of materials and dynamics using both computational and experimental laboratories. This paper describes a program at Cornell University to introduce nonlinear dynamics concepts to mechanical engineering undergraduates through an NSF sponsored grant for curriculum development.
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Rustamov, G. A. "Some Feasibility Problems in the Exact Solution of Сontrol Exercises". Mekhatronika, Avtomatizatsiya, Upravlenie 21, nr 10 (7.10.2020): 555–65. http://dx.doi.org/10.17587/mau.21.555-565.
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There is studied the mathematical foundations of the synthesis methodology in the engineering interpretation of a number of popular feedback control systems and the reasons for the impracticability of the results due to the appearance in the synthesis equations of pure differentiation operators and sources of various types of roughness violation. The global reason for the increasingly accelerated divergence of control theory from practice is associated with the impact on creative thinking such as mutation, incompatibility, randomness, fuzziness, asymmetry which underlies the evolution of synergetic systems. Both the "methodological crisis" and a number of seemingly insignificant engineering inconsistencies lead to a decrease in the planned efficiency of the developed control systems. There is a tendency to solve this practical problem through its excessive mathematization. As a result, there is nonsense — "the more mathematics, the worse", which leads to a "mathematical labyrinth", to exit from which the mathematical apparatus becomes more and more complicated until the creation of a new theory. It is shown that the use of even "correct" mathematical relations, which are the basis of the synthesis method, often leads to a violation of feasibility and rudeness. It is cited that the neglect of important poorly formalized technical indicators and the conditions of rudeness (robustness) when setting the problem does not allow us to obtain a constructive solution and is one of the main reasons for the discrepancy between theoretical results and practice. A number of popular directions of the classical theory of feedback control are considered: an inverse approach-compensation method, which forms the basis for constructing astatic, invariant, robust and other compensation systems; synthesis methods for systems with a finite settling time; assessment and control methods based on the concept of " inverse dynamics problems"; high gain limit systems. Violation of various types of feasibility and rudeness is demonstrated by specific examples tested on Matlab / Simulink. Computer research has made it possible to draw a number of positive conclusions that have important applied value.
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Surin, Aleksandr, Marietta Surina, O. S. Goltseva, S. G. Sunaeva i I. I. Gerasimenko. "Professional training at the university and digitalization of education: problems and prospects". E3S Web of Conferences 291 (2021): 05013. http://dx.doi.org/10.1051/e3sconf/202129105013.
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The article deals with the specifics of training specialists in creative professions (designers, architects) at the university and the general psychological and pedagogical conditions for the formation of specialized consciousness. The purpose and main objective of the study are to identify those conditions for the introduction of digital learning that enables to get a really stable positive result and create a basis for the effective application of electronic equipment and digital education methods. In this context, we study the psychological features of the formation of professional thinking and teaching methods of professional activity at the university level. The psychological conditions of the translation of visual and verbal information into the mental plane, the ways of transformation of students' learning activities and their formation as creative specialists are considered. The basic and special abilities in the field of color proficiency are revealed. The article examines the problematic and promising aspects of digitalization of education in the framework of design education. The ways of effective integration of digital education and traditional forms of professional training in the training of specialists in creative professions (designers, architects, artists, etc.) are determined.
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Ngai, Courtney, i Hannah Sevian. "Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts". CBE—Life Sciences Education 17, nr 4 (grudzień 2018): ar58. http://dx.doi.org/10.1187/cbe.17-12-0271.
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The solving of problems in biochemistry often uses concepts from multiple disciplines such as chemistry and biology. Chemical identity (CI) is a foundational concept in the field of chemistry, and the knowledge, thinking, and practices associated with CI are used to answer the following questions: “What is this substance?” and “How is it different from other substances?” In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work. These responses informed the development of creative exercises (CEs) given to second-semester biochemistry students. Analysis of the student responses to these CEs revealed that students incorporated precursors to CI thinking in more than half of their responses, which were categorized by seven previously identified themes of CI relevant to the presented biochemical contexts. The prevalence of these precursors in student responses to the CEs, coupled with the examples provided by practicing biochemists of contexts in which CI is relevant, indicate that CI thinking is relevant for both students training to be biochemists and practicing biochemists.
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Rohmah, Ainur, Mita Dwi Rosita, Ervina Reza Fatimah i Indah Wahyuni. "Analisis kemampuan berpikir kritis siswa kelas vii smp dalam menyelesaikan soal cerita materi segitiga". Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu 2, nr 2 (30.06.2023): 175–84. http://dx.doi.org/10.31980/powermathedu.v2i2.3098.
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Critical thinking skills are very important in today's life, as other thinking skills develop, such as decision making and problem solving skills.This study aims to analyze the critical thinking skills of class VII students at SMPN 2 Kalisat in solving word problems on triangle material. Students' critical thinking skills are very important to help them solve problems and make the right decisions. This study used a descriptive qualitative method with data collection techniques using written tests and interviews. The research sample consisted of 6 students of class VII B at SMPN 2 Kalisat. The results showed that students' critical thinking skills in solving triangle story problems were still low. This shows the need for efforts to improve students' critical thinking skills through more active, creative and participatory learning. It is recommended for teachers to provide more exercises to students to improve their critical thinking skills in solving triangle story problems.Kemampuan berpikir kritis sangat penting dalam kehidupan saat ini, saat keterampilan berpikir lainnya berkembang, seperti pengambilan keputusan dan keterampilan memecahkan masalah. Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kritis siswa kelas VII di SMPN 2 Kalisat dalam menyelesaikan soal cerita pada materi segitiga. Kemampuan berpikir kritis siswa sangat penting untuk membantu mereka dalam memecahkan masalah dan membuat keputusan yang tepat. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data menggunakan tes tulis dan wawancara. Sampel penelitian terdiri dari 6 siswa kelas VII B di SMPN 2 Kalisat. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa dalam menyelesaikan soal cerita materi segitiga masih rendah. Hal ini menunjukkan perlunya upaya untuk meningkatkan kemampuan berpikir kritis siswa melalui pembelajaran yang lebih aktif, kreatif, dan partisipatif. Disarankan bagi guru untuk memberikan latihan-latihan yang lebih banyak kepada siswa untuk meningkatkan kemampuan berpikir kritis mereka dalam menyelesaikan soal cerita materi segitiga.
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Gavrysh, Iryna, i Svitlana Dotsenko. "Critical Thinking Development of Primary School Pupils by Means of Inventive Problems". Educational Challenges 26, nr 1 (31.03.2021): 28–40. http://dx.doi.org/10.34142/2709-7986.2021.26.1.03.
Pełny tekst źródłaStreszczenie:
The purpose of the research is to determine the effective tools for the critical thinking development for primary school pupils.
Methodology. The retrospective analysis of the primary education systems development in Ukraine and in highly developed countries was used, the primary school is determined to be the initial stage of the pupils’ critical thinking development. The material of the study is primary school educational programmes, branches of education, and existing academic subjects, it indicates the necessity to develop and implement the particular subject, and its aim is to develop critical thinking and the abilities to express one’s own opinion, assess risks and solve problems. According to the State Standard of Primary Education the key competencies require the following skills: creativity; initiative; the abilities to justify one’s position logically, to manage emotions constructively, to assess risks, to make decisions, to solve problems, to cooperate with others.
Results. The article clarifies that critical thinking is a type of thinking aimed at solving problems, namely studying the argument line (hypotheses, criteria, definitions, arguments, facts, etc.), analyzing alternative solutions; forecasting and assessing consequences. It is proved in practice that inventive problems serve as an effective way to develop critical thinking. The basis of such problems is the theory of inventive problem solving (TIPS). It is determined that an inventive problem contains a cognitive contradiction, its solving promotes the pupils’ critical thinking development. The authors’ subject ‘Eureka’ for pupils of 2-4 classes is offered. Its aim is to develop pupils’ critical thinking, creative and inventive abilities, and also primary skills to carry out natural science researches. The results of the subject approbation are given.
Conclusions. Primary school pupils’ critical thinking development can be achieved through the introduction of a range of new subjects at the initial stages of education. The aim of such subjects is to teach pupils to solve inventive problems.
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Chen, Min-Hua, Shih-Ping Cheng i Leon Yufeng Wu. "Merging Design Thinking into Translational Research in a Biomedical Engineering Laboratory (DT-TRBEL) Course". Sustainability 15, nr 18 (13.09.2023): 13688. http://dx.doi.org/10.3390/su151813688.
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Laboratory classes offered in universities often fail to develop students’ ability to identify questions and encourage creativity to solve authentic problems. Lab exercises tend to provide clear step-by-step instructions, leaving little room for experimentation or creative thinking. Unfortunately, this approach can result in engineering students losing the skills they need to solve unprecedented challenges in their future professional careers. Biomedical engineering is particularly vulnerable to this training approach, given that students are taught to devise ideas to solve medical problems. To address this issue, the current study combined the curriculum designs of translational research and design thinking. This guided students in bringing biomaterials into the clinic and stimulated their interest in biomaterial development. The resulting course, called DT-TRBEL (Design-Thinking: Translational Research in Biomedical Engineering Laboratory Course), focuses on developing dental biomaterials, including material preparation, analysis, and cytotoxicity testing. The data was collected and evaluated through a survey of self-efficacy of creativity, student motivation, and learning scores of both the prerequisite course “Material Science” and DT-TRBEL. The study found that DT-TRBEL did not have a positive effect on overall motivation or the sense of self-efficacy regarding creativity. However, it did have a significant gender effect, benefiting female students more than male students. The discussion covers implementation and further directions for research.
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Karpyuk, L. V., i N. O. Davydenko. "Spatial thinking of students when studying graphic disciplines". Вісник Східноукраїнського національного університету імені Володимира Даля, nr 2 (272) (15.09.2022): 23–28. http://dx.doi.org/10.33216/1998-7927-2022-272-2-23-28.
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The article examines the problems that students face when studying graphic disciplines. At present, the task of further improving the quality of professional training of students has been set as the most important task for higher and secondary specialized institutions. This involves broad-based training of future specialists and the complex nature of mastering modern theoretical and applied knowledge, the ability to apply the knowledge gained in practice, possession of the necessary skills in a related field. A specialist with a higher education, but without knowledge and skills to receive and process graphic information, may turn out to be incompetent in professional activities. The preparedness of students for graphic activity is determined by the complex of knowledge acquired by them in the learning process, skills of reproductive and creative activity, which in the future determine their successful professional activity. A future engineer must have a high level of general and technical intelligence, well-developed spatial thinking, and have a high level of theoretical knowledge in the field of professional activity. In the system of training specialists for engineering specialties, one of the main places is occupied by the academic disciplines «Engineering Graphics» and «Descriptive Geometry». They contribute to the development of the future engineer of spatial representation, logical and constructive thinking, the ability to analyze and synthesize. Well-developed spatial awareness and imagination are prerequisites for successful learning in many academic disciplines. And the disciplines «Descriptive geometry» and «Engineering graphics» by their content make high demands on the level of development of spatial representations. This article reveals the reasons for the weak development of spatial representations among first-year students of universities. It is proposed to use the developed approach, including tasks, methods and system of exercises, tasks and tests, as one of the ways to successfully develop spatial representations in the study of graphic disciplines. Each group of exercises of this system is aimed at the conscious and active work of students and solves a specific problem arising from the theoretical foundations of the development of spatial representations.
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Sadvakas, G. T., N. Q. Itenova i G. Abdullina. "PROBLEM-BASED LEARNING IS A MEANS OF ORGANIZING STUDENTS ' ACTIVE ACTIVITIES IN PRIMARY SCHOOLS". BULLETIN Series of Pedagogical Sciences 71, nr 3 (15.09.2021): 201–7. http://dx.doi.org/10.51889/2021-3.1728-5496.20.
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The article considers the development of active activity of students in primary school through problem-based learning. The psychological and pedagogical features of problem-based learning are described. Based on the research, special tasks of problem-based learning are taken as a basis, i.e. (the use of logical methods or individual methods of creative activity); education of skills for the creative application of the acquired knowledge (in new situations) and skills for solving educational problems. The skills expected from problem-based learning are concretized by the desire and ability to learn, preparation for self-education, speech and logical thinking. The article also analyzes that the essence of a problem lesson can be covered in one sentence, for example, "creative assimilation of knowledge". The phrase "creative mastery of knowledge" means that in the lesson the student goes through all the links of scientific creativity: setting a problem and finding a solution - at the stage of knowledge introduction; expression of the solution and productive implementation – reproduction (utterance) of knowledge, etc. In problem-based learning, the difference between the dialogue leader and the motivator is analyzed.
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Asih, Duwi Asih, I. Ketut Suastika i Nyamik Rahayu Sesanti. "Analisis Tingkat Berfikir Kreatif Peserta Didik Dalam Menyelesaikan Soal Matematika Ditinjau Dari Adversity Quotient (AQ)". RAINSTEK : Jurnal Terapan Sains & Teknologi 1, nr 1 (14.04.2019): 34–39. http://dx.doi.org/10.21067/jtst.v1i1.3225.
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ABSTRAK. The aim of this paper is to describe students' creative thinking abilities in solving problems in terms of Adversity Quotient (AQ). This study used a descriptive qualitative approach with questionnaire and test method. The subjects of this study were SMP Turen Muhammadiyah 10 class VIII, who were selected based on their Adversity Quotient (AQ). The results of this paper are (1) the questionnaire score of the Adversity Response Profile (ARP) shows 6 students with the type of quitters, 7 transitional type students between quitters to campers, 9 students with type campers, 6 students with transition types of campers to climbers , 4 students with type climbers. (2) The written test results showed students with AQ type climbers included in the "high" category, AQ type campers included as "low" category, AQ type quitters including "very low" level categories in creative thinking. Suggestions from this study are teachers are expected to provide exercises with various types of questions to improve students' creative thinking skills.
Keywords: Analize; cretive thinking; Adversity Quotient (AQ)
ABSTRAK. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berfikir kreatif peserta didik dalam menyelesaikan masalah ditinjau dari Adversity Quotient (AQ). Penelitian ini menggunakan pendekatan kualitatif yang bersifat deskriptif dengan metode angket, tes . Subyek penelitian ini adalah peserta didik kelas VIII SMP Muhammadiyah 10 Turen yang dipilih berdasarkan Adversity Quotient (AQ) secara acak. Hasil penelitian ini yaitu (1) skor angket Adversity Respone Profile (ARP) menunjukkan 6 peserta didik dengan tipe quitters, 7 peserta didik dengan tipe peralihan antara quitters ke campers, 9 peserta didik dengan tipe campers, 6 peserta didik dengan tipe peralihan campers ke climbers, 4 peserta didik dengan tipe climbers. (2) Hasil tes tulis menunjukkan peserta didik dengan AQ tipe climbers termasuk kategori tingkat “tinggi”, AQ tipe campers termasuk kategori tingkat “rendah”, AQ tipe quitters termasuk kategori tingkat “sangat rendah” dalam berfikir kreatif. Saran dari penelitian ini adalah guru diharapkan memberikan latihan-latihan dengan berbagai jenis soal untuk meningkatkan kemampuan berfikir kreatif peserta didik.
Kata Kunci: Analisis; berfikir kreatif; Adversity Quotient (AQ)
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Danyliuk, Ivan, i Natalia Bonchuk. "Content and Structure of Psychological Readiness of Secondary School Students to Solve Creative Mathematical Tasks". Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology”, nr 13 (2021): 11–15. http://dx.doi.org/10.17721/bsp.2021.1(13).2.
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Informational technologies, the latest challenges in the field of technical development of society condition irreversible environmental and human changes. In the context of these changes a special place is occupied by those activities that are directly or indirectly related to technical, cybernetic, mathematical activities. This actualizes the manifestation of mathematical abilities, giftedness for math activity in youth, features of creative potential, etc. The purpose of the study is to clarify the content and structure of psychological readiness of high school students for creative mathematical performance. The main content characteristics of the creative mathematical problem as a model for the study of creative mathematical activities are considered in the article. Based on the theory of learning problems, the psychological structure of mathematical task is determined. The structure contains the following components: a) the subject of the task (in its initial state or the ascending subject of the task); b) the model of desired state, ie the requirements (set and required) of the task. The contradiction of the creative mathematical situation first of all characterized by the object and subject of the creative mathematical task. The psychological readiness of high school students for creative mathematical performance is an integrated personality trait aimed at realizing of the cognitive abilities of young people in the process of solving creative mathematical problems. Since the process of creative mathematical thinking (creative mathematical activity) is determined by objective (subject-functional) and subjective-personal (motivation, emotional-volitional, value attitude) components, it is worth saying about subject-functional, subjective-personal types of psychological readiness of high school students to perform mathematical creative activities.
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Magnani, Lorenzo. "Thinking through drawing". Knowledge Engineering Review 28, nr 3 (30.07.2013): 303–26. http://dx.doi.org/10.1017/s026988891300026x.
Pełny tekst źródłaStreszczenie:
AbstractThe concept ofmanipulative abductionis devoted to capture the role of action in many interesting cognitive situations: action provides otherwise unavailable information that enables the agent to solve problems by starting and performing a suitable abductive process of generation or selection of hypotheses. We observe that many external things, usually inert from an epistemological point of view, can be transformed intoepistemic mediators. I will present some details derived from the history of the discovery of the non-Euclidean geometries that illustrate the relationships between strategies for anomaly resolution and visual thinking. Geometrical diagrams are external representations that play both amirrorrole (to externalize rough mental models) and anunveilingrole (as gateways to imaginary entities). I describe them as epistemic mediators able to perform various explanatory, non-explanatory, and instrumental abductive tasks (discovery of new properties or new propositions/hypotheses, provision of suitable sequences of models as able to convincingly verifying theorems, etc.). I am also convinced that they can be exploited and studied in everyday non-mathematical applications also to the aim of promoting new trends in artificial intelligence modeling of various aspects of hypothetical reasoning: finding routes, road signs, buildings maps, for example, in connection with various zooming effects of spatial reasoning. I also think that the cognitive activities of optical, mirror, and unveiling diagrams can be studied in other areas of manipulative and model-based reasoning, such as the ones involving creative, analogical, and spatial inferences, both in science and everyday situations so that this can extend the epistemological, computational, and the psychological theory.
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Trofimov, Andrii Yu, Hanna K. Yurchynska, Antonina M. Lovochkina, Nataliia I. Pohorilska, Ivanna V. Ananova i Olga V. Drobot. "Forming of spontaneity and creativity during playback theater activities". Linguistics and Culture Review 5, S4 (23.10.2021): 431–41. http://dx.doi.org/10.21744/lingcure.v5ns4.1585.
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Finding the solution of many problems requires from person an ability of quick unconscious perception. Between spontaneity and creativity, there are both positive and negative relationships. In accordance with the authors’ forming program, the participants were equated with Playback actors with only difference that the actors aim to improve their skills while the participants develop their spontaneity. The authors have built the forming program which contained a set of training and developmental exercises and games aimed at developing spontaneity, attention and creative thinking. Six interconnected blocks of the forming program structure were characterized (Introduction; The development of spontaneity through creativity; The development of spontaneity through tolerance to uncertainty; The development of spontaneity through autonomy; Generalization and combination; Summing up). Its effectiveness was analyzed with help of an initial and final survey of participants. During the study, the participants’ level of spontaneity increased.
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Ban, Lavinia. "Inspired: Exploring creative pedagogies at the early stage of the fashion design process". Art, Design & Communication in Higher Education 22, nr 1 (1.04.2023): 69–87. http://dx.doi.org/10.1386/adch_00070_1.
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The article introduces the fashion process as a relevant topic for the current research in the field, stating the need for further explorations and academic investigation. Recent studies provide detailed guidelines about the fashion design process understood as a linear sequence of stages evolving from the initial sources of inspiration through fabrics research, sketching, pattern-making and garment construction techniques to end products and collection delivery. Very few studies investigate how, when or where innovative ideas emerge along this process. Although acknowledged as part of real-life practice, the intuitive/unstructured/experimental part of creation is hardly grasped within a linear framework. Besides the systematic approach to the design process, fashion students also need to learn how to think creatively and navigate successfully between the multiple phases of the development. How to experiment, reflect, adapt, solve problems, select, improve and enrich their processes. The studio exercises illustrated in the last part of this article propose an integration of design thinking methods into creative pedagogies for fashion design. Challenges, play and other experimental activities engage students better at the early stage of the process, feed their imagination and are instrumental in developing their personal creative approach to fashion.
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Telkova, V. A., i A. M. Podoksenov. "DEVELOPMENT OF SPEECH AND THINKING OF STUDENTS WHILE LEARNING THE RUSSIAN LANGUAGE IN THE ASPECT OF TRADITIONS OF DOMESTIC METHODOLOGY". Educational Psychology in Polycultural Space 60, nr 4 (2022): 84–90. http://dx.doi.org/10.24888/2073-8439-2022-60-4-84-90.
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In the article, based on the analysis of rich pedagogical experience of the greatest methodologists of the pre-revolutionary period and the Soviet era, the most effective mechanisms for organizing work on the development of speech and thinking of students while learning the Russian language are considered. A particular attention is paid to the works of prominent domestic teachers and methodologists, starting with F.I. Buslaev, who was one of the first to put forward a demand for restructuring the system of teaching the Russian language, paying more attention to acquiring the skills of using the language in live speech by students. In subsequent years, numerous publications appeared on the development of thinking and speech while learning the Russian language, the content of the most significant of them is reflected in this article. The authors present various views of language teachers on the problem of the development of thinking and speech of students, but at the same time it is emphasized that all of them are united by an understanding of the need for a close connection between logic, grammar and style. It is shown how the methodologists of the past connected the development of logical thinking of schoolchildren with the development of creative activity, which in turn led to an increase in the practical orientation of the study of theoretical information on grammar. Based on this judgment, various exercises related to the study of logic and grammar are presented, which are considered by philologists as a means of solving stylistic problems. The practical significance of the work lies in the fact that the solution of some issues of the development of speech and thinking of students, the nature of the exercises, the principles of their construction, the use of stylistics and grammar as a means of educating language instinct – all this, of course, can be used in the development of modern systems of classes of the Russian language.
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Merkulov, Alexander M. "RACHMANINOFF IN CONVERSATION WITH HARRIETTE BROWER". Arts education and science 4, nr 37 (2023): 94–106. http://dx.doi.org/10.36871/hon.202304094.
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The article presents for the first time a full Russian translation of Rachmaninoff’s conversation with H. Brower, published in 1926 in New York. The text of the interview is equipped with detailed scientific-historical and methodological comments, in which various problems raised in the conversation are considered. Among them are the biographical details of the composer’s creative life, his performing style and human character, his manner of behavior on stage and in everyday life, the practice of everyday home exercises, issues of technical skill development, his attitude to modern music and its individual representatives, the peculiarities of American music students, pros and cons of the American music education system, a comparison of the music education system of Russia in the late XIXth – early decades of the XXth century with the teaching practice adopted in the USA in the 1920s, the priorities for the development of American musical culture and its possible prospects, attention to primary education as a necessary foundation for the rapid creative growth of a young musician, the levels of work of teachers in the United States, etc.
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Liubashenko, Olesia, i Tamara Kavytska. "LATERAL THINKING TECHNIQUES IN ENHANCING ESP SKILLS". АRS LINGUODIDACTICAE, nr 5 (2020): 22–31. http://dx.doi.org/10.17721/2663-0303.2020.5.03.
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The paper outlines the defining value of lateral thinking in the FL and ESP learning. The Framework for FL and ESP training, based on De Bono lateral thinking system and its Kotler’s & de Bes’s adaptations, has been developed by the authors in the context of Ukrainian University. The authors’ idea to boost FL skills through international project participation has led to shifting from conventional knowledge-reproduction to knowledgetransformation scheme in FL learning process. As a result, activating lateral techniques such as alternative focus, force-fit analogy, unexpected choice, manipulative information distortion, provocation, specially created conflict, challenging the conventional idea/vision, imaginative verbalization, unconventional metaphor, etc. turn ESP learning process into searching for an indirect and creative way to solve problems by means of using reasoning that is not immediately obvious. The research, presented in the article, relies on the experimental training of the first-year Education Majors of the Master’s program (n=33) who admitted a positive effect of lateral thinking techniques on general linguistic range of communicative competence. It is inferred from the study, that lateral thinking techniques have contributed to progress in both language skills and thinking abilities and led to improvement in students’ academic achievements and enhancement of creativity.