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9 results on '"Solodikhina, M."'

1. Integrated courses of natural science in high school as a tool to form high-order thinking.

Author

Solodikhina, M. V., Odintsova, N. I., Odintsova, E. E., and Solodikhina, A. A.

Subjects
*SCIENTIFIC ability, *CRITICAL thinking, *CREATIVE thinking, *HIGH schools, *SCIENTIFIC method
Abstract

One of the conditions for human success in today's high-tech world is critical thinking. In this regard, the education of many countries, including Russian education, is actively seeking effective ways of its development. Integrated scientific disciplines have a great, but not yet sufficiently evaluated potential for the development of critical thinking, as they, firstly, are based on the methods of scientific cognition, and secondly, are aimed at an integrated consideration of problems from the perspective of different natural sciences. Therefore, the aim of the study was to identify ways to develop and diagnose critical thinking of students when studying integrated science disciplines. The work involved methods of analysis and synthesis of scientific and methodological research on the development of critical thinking, as well as teaching materials on integrated science disciplines. The analysis of sources made it possible to identify such significant components of critical thinking as creative, rational, logical, reflexive and metacognitive thinking. To develop these components, five key critical thinking skills have been identified on the basis of the assessment of the potential of integrated natural science disciplines: the ability to reach reasonable conclusions based on a chain of logical reasoning; the ability to model real objects, processes and phenomena; the ability to think with open mind, recognizing and evaluating the reliability of information; the ability to make hypotheses and propose ways to test them; the ability to generate ideas to solve a specific problem. The ways of forming these skills in the learning process have been defined. Assessment of students' critical thinking dynamics was carried out using a specially developed diagnostic toolkit in the form of a set of problem-situation tasks (STEM-cases - Science, Technology, Engineering, Mathematics). The results of the testing allow us to conclude that the identification of key skills and their systematic formation allow us to effectively develop critical thinking when studying integrated science courses. [ABSTRACT FROM AUTHOR]

Published
2024
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2. Effect of critical thinking on the adaptation of a young science teacher.

Author

Solodikhina, M., Odintsova, N., Odintsova, E., and Solodikhina, A.

Subjects
*SCIENCE teachers, *CRITICAL thinking, *BEGINNING teachers, *CREATIVE thinking, *TEACHERS, *PHYSIOLOGICAL adaptation
Abstract

Many young science teachers who start their career in schools are dissatisfied with their work there, which leads to major problems on the governmental scale. Hypothesis states that one of the important factors influencing the level of adaptation for novice teachers is critical thinking. There were four main factors of critical thinking valuable for novice teachers established. They include: logic, rational, creative and reflective thinking. Diagnostic tools with scientific content and a young teacher survey were developed for each factor of critical thinking. On different stages of the study there were total of 470 students and science teachers participating. The result of the study conducted via different diagnostic tests supports given hypothesis. The development of each component of critical thinking is affected by activities that a novice teacher performs. Activities include selection of the study materials for classes, creation of questions and possible answers for student and etc. Reflexive thinking was revealed to have a dominant role in school activities performance and general satisfaction of teachers with work at school. [ABSTRACT FROM AUTHOR]

Published
2022
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7. Development of critical thinking of master’s degree students using STEM cases

Author

Solodikhina, M. V. and Solodikhina, A. A.

Subjects
ИННОВАЦИИ, TECHNOLOGY OF LIFTING SHIPS BY FREEZING, CASE STUDIES, INNOVATION, КРИТИЧЕСКОЕ МЫШЛЕНИЕ, NATURAL SCIENCE LITERACY, ТЕХНОЛОГИЯ ПОДЪЕМА СУДОВ ЗАМОРАЖИВАНИЕМ, CRITICAL THINKING, ЕСТЕСТВЕННО-НАУЧНАЯ ГРАМОТНОСТЬ, КЕЙСЫ, STEM-ОБРАЗОВАНИЕ, STEM EDUCATION
Abstract

Introduction. Today, a modern state needs people capable to regular intensive implementation of innovative activity in order to keep competitiveness in a dynamically changing world that is undergoing a significant increase in the amount of new information and its fast obsolescence. The need of modern economy for innovators inevitably leads to the shift of priorities in education from memorising and reproducing of a specified amount of knowledge to the development of students’ independent thinking, which, accordingly, requires teachers’ certain qualities and critical mentality.The aim of the research was to identify the components of critical thinking important for innovative activity and search for the ways of development of these components in young teachers, entering a master’s programme Modern Natural Science.Methodology and research methods. In the course of the research, the methods of the analysis and synthesis of scientific and scientific-methodological publications devoted to the development of higher order thinking skills and the concept of STEM education (Science, Technology, Engineering and Mathematics) were employed. The assessment of the level of students’ thinking and its changes was carried out through diagnostic tasks and empirical observation of educational and project-based activity of undergraduates and school students.Results and scientific novelty. The key components of critical thinking for the implementation and realisation of innovative activities were identified: creative, rational, logical, reflexive and metacognitive. To assess the development of components, a set of problem-situational tasks (STEM cases) was developed. Diagnostic tools were introduced to measure the level of critical thinking skills formation. The authors described the methodology for working with STEM cases through the example of the development and presentation of hybrid technology of lifting the sunken ship with a damaged hull, based on the students’ understanding of characteristics of the aggregate state of water. The results of approbation of the presented methodology used in small groups at various educational levels prove that its implementation contributes to the development of critical thinking in students, if the plots of cues are based on real problems of science and technology, and the solution requires contextual use of educational material, building a mathematical model, generating rational ideas of new or improved technologies.Practical significance. The research demonstrates the possibilities of acquisition by students of higher order thinking skills within the studied academic disciplines in the natural-science cycle without introduction of a special course in educational programmes. Введение. Чтобы сохранять конкурентоспособность в динамично меняющемся мире, где происходят лавинообразное нарастание объема новой информации и быстрое ее устаревание, государству в большом количестве нужны люди, способные к регулярному интенсивному осуществлению инновационной деятельности. Потребность современной экономики в инноваторах неизбежно приводит к смещению приоритетов в образовании с запоминания и воспроизведения заранее установленного объема знаний на развитие самостоятельного мышления обучающихся, что невозможно без наличия определенных качеств и критического склада ума у педагогов.Цели представленного в статье исследования состояли в выделении важных для инновационной активности компонентов критического мышления и поиске способов их формирования у молодых учителей - студентов, осваивающих магистерскую программу «Современное естествознание». Методология и методы. В работе были задействованы методы анализа и обобщения содержания научных и научно-методических публикаций, посвященных развитию мыслительных способностей высшего порядка и концепции STEM-образования (Science + Technology + Engineering + Mathematics). Оценка уровня мышления обучающихся и его изменений проводилась с помощью диагностических заданий и эмпирического наблюдения за учебной и проектной деятельностью магистрантов и школьников.Результаты и научная новизна. Определены ключевые для производства и реализации инноваций составляющие критического мышления: творческий, рациональный, логический, рефлексивный и метакогнитивный. Для их развития разработан комплект проблемно-ситуационных STEM-кейсов, а для выяснения уровня сформированности элементов критического мышления предложен специальный диагностический инструментарий. На примере проектирования и презентации гибридной технологии подъема затонувшего корабля с поврежденным корпусом, основанной на понимании учащимися особенностей агрегатного состояния воды, продемонстрирована методика работы с набором STEM-кейсов. Результаты апробации данной методики в малых группах на разных ступенях образования доказывают, что ее применение способствует совершенствованию критического мышления у обучающихся и появлению у них интереса к инновационной деятельности, если сюжеты заданий основаны на реальных проблемах науки и техники, а их решение требует контекстуального использования учебного материала, построения математических моделей, генерирования рациональных идей новых или усовершенствованных технологий. Практическая значимость. Показаны возможности приобретения обучающимися навыков независимого аналитического мышления высшего порядка в рамках изучаемых академических дисциплин естественно-научного цикла без введения в образовательные программы специального курса.

Published
2019

9. Развитие критического мышления магистрантов с помощью stem-кейсов

Author

Solodikhina, M. V., Solodikhina, A. A., Солодихина, М. В., Солодихина, А. А., Solodikhina, M. V., Solodikhina, A. A., Солодихина, М. В., and Солодихина, А. А.

Abstract

Introduction. Today, a modern state needs people capable to regular intensive implementation of innovative activity in order to keep competitiveness in a dynamically changing world that is undergoing a significant increase in the amount of new information and its fast obsolescence. The need of modern economy for innovators inevitably leads to the shift of priorities in education from memorising and reproducing of a specified amount of knowledge to the development of students’ independent thinking, which, accordingly, requires teachers’ certain qualities and critical mentality.The aim of the research was to identify the components of critical thinking important for innovative activity and search for the ways of development of these components in young teachers, entering a master’s programme Modern Natural Science.Methodology and research methods. In the course of the research, the methods of the analysis and synthesis of scientific and scientific-methodological publications devoted to the development of higher order thinking skills and the concept of STEM education (Science, Technology, Engineering and Mathematics) were employed. The assessment of the level of students’ thinking and its changes was carried out through diagnostic tasks and empirical observation of educational and project-based activity of undergraduates and school students.Results and scientific novelty. The key components of critical thinking for the implementation and realisation of innovative activities were identified: creative, rational, logical, reflexive and metacognitive. To assess the development of components, a set of problem-situational tasks (STEM cases) was developed. Diagnostic tools were introduced to measure the level of critical thinking skills formation. The authors described the methodology for working with STEM cases through the example of the development and presentation of hybrid technology of lifting the sunken ship with a damaged hull, based on the students’ understanding of c, Введение. Чтобы сохранять конкурентоспособность в динамично меняющемся мире, где происходят лавинообразное нарастание объема новой информации и быстрое ее устаревание, государству в большом количестве нужны люди, способные к регулярному интенсивному осуществлению инновационной деятельности. Потребность современной экономики в инноваторах неизбежно приводит к смещению приоритетов в образовании с запоминания и воспроизведения заранее установленного объема знаний на развитие самостоятельного мышления обучающихся, что невозможно без наличия определенных качеств и критического склада ума у педагогов.Цели представленного в статье исследования состояли в выделении важных для инновационной активности компонентов критического мышления и поиске способов их формирования у молодых учителей - студентов, осваивающих магистерскую программу «Современное естествознание». Методология и методы. В работе были задействованы методы анализа и обобщения содержания научных и научно-методических публикаций, посвященных развитию мыслительных способностей высшего порядка и концепции STEM-образования (Science + Technology + Engineering + Mathematics). Оценка уровня мышления обучающихся и его изменений проводилась с помощью диагностических заданий и эмпирического наблюдения за учебной и проектной деятельностью магистрантов и школьников.Результаты и научная новизна. Определены ключевые для производства и реализации инноваций составляющие критического мышления: творческий, рациональный, логический, рефлексивный и метакогнитивный. Для их развития разработан комплект проблемно-ситуационных STEM-кейсов, а для выяснения уровня сформированности элементов критического мышления предложен специальный диагностический инструментарий. На примере проектирования и презентации гибридной технологии подъема затонувшего корабля с поврежденным корпусом, основанной на понимании учащимися особенностей агрегатного состояния воды, продемонстрирована методика работы с набором STEM-кейсов. Результаты апробации данной мет

Published
2019

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