The Learning Process From the Perspective of Interdisciplinary Research

Abstract

Introduction. It is presently well understood that growth in new scientific knowledge often arises at the interface between different disciplines. Thus, the current growth in interdisciplinary research may be seen as a consequence of the logic of scientific development – from the highly specialized study of objects and phenomena to integration in terms of information gained through diverse scientific spheres that enable us to receive new knowledge. This paper presents a description of ongoing research (the beginning of which was covered in the Education and Science Journal1) into the developmental tendencies of key didactic concepts due to an expansion of the experimental field through the inclusion of achievements from related areas of knowledge (psycho-didactics, cognitive didactics, socio-didactics, lingo-didactics, etc).The aim of this research stage was to reveal how the results of interdisciplinary research dynamically influence ideas about the process of educational development.Methodology and research methods. In the course of the research, the authors analysed scientific literature in the field of interdisciplinary research, compared the results of interdisciplinary research and their generalisation, and contrasted the research outcomes with existing ideas about the learning process. Results and scientific novelty. Based on the allocated and formulated features of interdisciplinary research applicable to a field of education, the “enriching model” (integrated psychology, didactics and methodology of teaching mathematics in the 5th-9th grades) developed by E. G. Gelfman and M. A. Kholodnaya) was used as an example. It was established that interdisciplinary research involves not just elements, data and new developments from different scientific spheres, but also uses a conceptual framework, a methodological base and the tools of various scientific branches integrated into the interdisciplinary space. Moreover, interdisciplinary research rediscovers available knowledge and finds new zones for theoretical and practical application. The valuable interaction between didactics and cognitive science was shown. Didactics is informed by qualitatively new scientific bases when designing learning process models through the cognitively-structured knowledge and forms of representation that provide knowledge transfer, knowledge of neural activity that happens in the brain at the moment of cognitive actions, bio-physiological restrictions of cognitive processes, etc. However, despite an initial stage of formation of many scientific directions related to didactics, the authors concluded that these disciplines already have a significant effect on the perceptive process of learning, in terms of its functions and structural components. The learning process is seen as more comprehensive and complete in the context of developmental cognitive structures of knowledge, formation of a linguistic picture of the world and social support for students.Practical significance. In pedagogy, analysing interdisciplinary research identifies promising trends in the development of classical, non-classical and post-non-classical scientific paradigms as well as didactics (science focused on the best teaching methods). Moreover, interdisciplinary research provides the effective design of various learning models in a scientifically rigorous context.

Didactic Potential of Information and Educational Environment for the Organization of Modern Learning Process

“…The learning process in this case is based on the channels of perception and memorization of information (vision, hearing, touch (3-D printers), types of thinking (visual-figurative, verbal-logical, abstract-logical). The educational material appears as a colorful, voluminous, multifaceted image of the studied object, which ensures the formation of associative connections that contribute to its better assimilation (Osmolovskaya I.M., 2009). All of the above possibilities of organizing the educational process in the IЕЕ can be realized only with the pedagogically appropriate use of existing resources and technologies, as well as with the development of special tools for organizing work with the IЕЕ.…”

“…Students, when formulating their educational requests, have the opportunity to receive and use information from different sources, presented in various forms and types. In this regard, the tasks of organizing students' knowledge, arming them with effective strategies for finding and using information are relevant for the school (Osmolovskaya I.M., 2009) And here the problem of developing a new generation textbook comes to the fore, which, on the one hand, would organize the activities of students, and on the other hand, would allow them to independently "design" their own educational route. Obviously, it will be an electronic textbook -an educational electronic publication in which the subject is systematically and fully described in accordance with the educational program.…”

Geometric Spatial Ability as an Element of Cognitive Learning Process

“…Along with this, professors more and more often face serious problems of learning geometric and graphic disciplines by students of technical universitiesfuture engineers! Typically, low preparedness to learn geometric and graphic discipline in a university is associated with the fact that students did not study enough technical drawing and basic geometry in school, and, as a result, experience difficulties in the representation of spatial objects (Osmolovskaya and Krasnova, 2018). It is necessary to note that technical drawings and basic geometry are propaedeutics of geometric and graphic disciplines studies in a university.…”