STUDENTS’ COGNITIVE STRUCTURES WHEN LEARNING PROFESSIONAL COURSES
N. N. Nesterovich1, B. V. Fedotov2
1Institute of Petroleum Geology and Geophysics of Siberian Department of Russian Academy of Sciences, Novosibirsk, Russian Federation
2Novosibirsk State Agrarian University, Novosibirsk, Russian Federation
Keywords: профессиональное образование, когнитивные структуры, познавательный стиль, когнитивная сложность, интегро-диффе- ренцированный подход построения учебного материала, метод графов в педагогике, professional education, cognitive structures, cognitive style, cognitive complexity, inte- gro-differentiated approach to the construction of educational material, method of graphs in pedagogy
Abstract
The article highlights the necessity to study the mechanisms offormation and functioning of students «cognitive structures that ensure development ofprofessional courses. The authors focus on the importance of differentiation and integration of information. The research is carried out on the example of development of social and psychological information by students-psychologists. The research material is obtained with the use of the most common variant of the technique of repertory lattices J. Kelly, where the role list acts as the area of elements, and the method of differentiation of elements is the invocation of personal constructs («personality constructs») by the method of triads. The revealed data showed that in the process of learning and mastering professional knowledge, cognitive differentiation initially increases for a long time (there is a memorization of many new concepts with a weak understanding of their relationship), and then decreases at the final stage, when the integration vector is included. The paper emphasizes the need to take into account the data obtained in pedagogical practice, the development of pedagogical strategy, when the differentiation of categories and their integration are permanently replacing each other. A number of methods of structuring educational material from the standpoint of pedagogy and cognitive psychology are compared, in which integrative and differentiated approaches should be combined dialectically. The effectiveness of the method of cognitive graphs, providing a competent visual representation and scientifically based calculation of the amount of information provided to the student, is proved. The latter is ensured through the consolidation of units of the presented information with the help of special mechanisms of the convolution than the effect of the increase in short-term memory. After all, behind each semantic unit can stand as a separate concept, and the whole theory, represented by its main idea. Substantiates the advantage of the position, when in the early stages, the information should be given in a generalizedform, presenting a complete picture of the educational material, it is necessary to sistematizirovany new information and enhance the speed of its assimilation.
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