Project-Based Activity as a Mechanism of Reflection Development in Students of Psychology and Education Studies

Abstract

Purpose of the study: to theoretically substantiate and experimentally test the system of organizational and pedagogical conditions of project designing, which is regarded as a mechanism for creating the reflecting thinking in the students of psychology and education. The research uses the methods of theoretical review and analysis of psychological and pedagogical literature related to the subject, expert view on the development of students’ reflective abilities following a theoretical and systemic model of reflection and statistical data processing. We have theoretically stated and experimentally confirmed that project activity is a mechanism for the development of such reflection components as creativity, pattern construction and objectification, provided that the project’s concept includes formulation and solution of divergent tasks by the project participants; implementation involves work on a strategy and tactics of cooperation between all the project participants; and the results are realized by all participants in the process of joint and objective assessment. A formative experiment has been carried out and resulted in identification of the requirements for the project activities’ organization among the students majoring in psychology and education, there have been revealed conditions contributing to their reflective activity; questionnaires for expert assessment and monitoring the development of reflection during the project activities have been created, theoretically supported and tested. Novelty is determined by insufficient study of the development of reflection in the process of project activities designed by the students of psychology and education field

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