Home – Home – Jornals – "Philosophy of Education" 2020 number 3

Introduction. The relevance of the study is associated with the need to comply with the requirements of the Federal State Educational Standard for General Education in terms of guaranteed nature and reproducibility of the results of cognitive learning for schoolchildren. For this, diagnostic tools are needed, firstly, controlling the course of training itself, and secondly, allowing a controlling influence on the learning process to adjust intermediate results. The purpose of the paper is to characterize the results of testing the operational presentation of the results of cognitive learning on the example of a school physics course. The paper gives an operational presentation of the results in cognitive learning technology. At the same time, methods for correlating educational results with numerical series that allow formalization necessary to control intermediate results and to predict further achievements of students in the study of physics are shown. The cognitive result of the education of schoolchildren is closely related to the operational and psychoemotional components of the pedagogical process. The problem of mastering enlarged didactic units in the school course of physics is solved by means of diagnostic tools that control and correct the cognitive process. The need for an analysis of the operational presentation of the results of education is noted in a number of works devoted to the competency-based approach in education, which provides a guaranteed and reproducible pedagogical product within predetermined quality limits. In addition, cognitive learning is closely connected with the values of education and the style of preparation of the «counter text», reflecting the author’s position of the participants in the pedagogical process, which also requires a controlling influence on the pedagogical process to prevent the breakdown of learning activities. This kind of danger arises when mastering enlarged didactic units. The diagnostic indicators we offer provide the student with the opportunity to demonstrate the «correct» signs, symbols, as well as their connection rules, adopted in the study of complex physical studies. The effectiveness of cognitive technology, equipped with operational tools, is determined, firstly, through the student’s willingness to manifest formed cognitive competence as the effective possession of the sign system adopted in this academic discipline, and secondly, as the ability to demonstrate their cognitive competence in creative learning situations, in thirdly, the presence of a personal attitude to the subject of application of cognitive experience and emotional-volitional regulation of this relationship. Methodology and methods of the research. The object of study is cognitive learning technologies. The subject of study is pedagogical conditions for the use of operational diagnostic tools in cognitive learning technologies. The main cognitive difficulties arising in solving a physical problem and the ways to overcome them obtained using pedagogical technology are established. Corresponding indicators have been introduced with the help of which the ability to overcome such cognitive difficulties is operationalized. There are direct ways to calculate the system’s travel time, but sometimes you don’t need to know the exact time. Their values can be compared indirectly through a new formulation of the question in terms of velocities for each experiment. It is better to reduce algebraic expressions for velocities to a form containing both invariant parts that do not require comparison, and expressions that are easily comparable to each other. It is convenient to control the correctness of the implementation of such transformations by schoolchildren through the coefficient of assimilation of knowledge: CA = (Corr/ Total) 100 m%, where Corr is the number of correctly performed actions in the course of solution, Total is the total number of actions. The coefficient is calculated as a percentage. In addition, when performing such actions, an expert assessment of the degree of skill automation (DSAut) was carried out based on the control of time spent on each computational operation. The results of the research. The results of achieving a high level of competence by schoolchildren when searching for a solution to a physical problem are considered. In this case, competence is divided into four components, presented in an operational form: 1) the coefficient of assimilation of knowledge (CA); 2) the level of abstraction (CA); 3) the degree of automation of skill (DSAut); 4) the value of student activity (VA). Conclusion. 1. For cognitive learning, it is necessary to present the expected result in an operational form that allows the correlation of educational achievements of students with numbers. The characteristics of schoolchildren’s education can be indicators established by experts in this field of knowledge. A set of indicators should have a complete presentation of the results, be pedagogically valid and consistent. The study provides an example of such a complete set, valid when using cognitive technology for teaching physics. We modified such parameters as assimilation coefficient, level of abstraction, degree of automation, etc.