Technique of Thinking Style Evaluating

Abstract

The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person’s function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova’s ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author’s version of the questionnaire is presented.

The impact of digital technology on learning motivation and learning modes

“…Generally, complex activities require some support and strategies to increase motivation as an orientation to effective learning. Some works [3,4] note that motivation increases with contact forms of learning, when there is an opportunity to communicate with peers and the teacher, to get to know other people, to receive an objective assessment of their achievements [5][6][7].…”

The relationship between tolerance for uncertainty and creativity among high school students with a critical style of thinking

“…Мы исходим из понимания функциональной природы стиля мышления [27,28]. Стиль мышления определяется как характерный набор функций: генерации, селекции, смыслопередачи и реализации, актуализируемых человеком в различных ситуациях решения задач.…”

“…В то же время подчеркивается факт наличия прямых положительных связей с креативностью. Мы полагаем, что полученные результаты подчеркивают сложную дуальную природу критического стиля мышления, в котором сворачиваются две противоречивые тенденции [27,28]: способность к обнаружению противоречий и способность оценивать, критиковать все, что не вписывается в имеющиеся у человека знания и опыт. На наш взгляд, это и объясняет отрицательные связи с толерантностью к неопределенности и положительные связи с креативностью, в связи с чем мы подчеркиваем, что человек открывает возможность изменения себя через восприятие неопределенности как источник активности, преобразующий ситуацию и его жизненный мир.…”

Technological effectiveness of modern education: features, traditions, innovations

“…Various studies in the field of innovative pedagogy made it possible to identify the general and specific features of innovative activity, the role and place of the research component in it, the influence of teachers' motivational readiness on the content and quality of innovative activity and etc. Scientists have found that the nature of the course of innovation processes is determined by three interrelated forces: the characteristics of the introduced innovation, the innovative potential of innovators, the environment, as well as the characteristics of the innovative activity of the initiators and participants of the innovation [1,2,3].For our research, of interest are the works of scientists who reveal conceptual approaches to the design of the content of education in the context of its diversification [4,5,6], presenting the results of research in the field of systematization of its substantive aspectsand optimization of the educational process [7,8], revealing the issues of pedagogical integration in the theory and practice of education abroad [9,10].Studies of the peculiarities of preparing teachers for professional activities show that, in addition to general subject training, it is necessary to purposefully form teachers' readiness for specific innovation and the development of abilities for innovative activities [11,12].…”