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

Introduction. The ongoing transformation of the Russian education system is directly related to the insufficiently high results in assessing the formation of functional literacy. Therefore, it is in the direction of creating conditions and means for the formation of functional literacy that the content of Russian education should change. To create conditions for creativity, it is necessary to move away from the pattern of actions. Methodology and methods of the research. This research is practical, but it is based on the use of laws of psychology and pedagogy. The accumulated experience of forming research activities and developing creativity is not denied, but generalized. The main attention is paid to the combination of two directions: the development of creativity and the formation of research skills. The combination is based on the use of flexibility of thinking and independence of actions. The object of research is the subject of educational relations, for which the conditions are created. The terms of the agreement also define the specific subject-subject relations of participants in educational relations. The results of the research. The assessment of science literacy shows that our students are significantly behind in performing tasks that require the assessment and development of scientific research and the interpretation of knowledge, namely empirical data, from a scientific point of view. Therefore, the paper presents the experience of creating conditions for the manifestation of flexibility of thinking and freedom of creativity on the example of the educational subject “physics”. Two areas of work with students are considered: experimental activity and work with information. We propose to set as the basis for providing creative activity in the formation of experimental actions the performance of mandatory laboratory work without instructions. The student should have the freedom to choose the purpose of the experiment, the choice of equipment, and the choice of an experimental plan. As a result of such systematic work, by the 9th grade, it is possible to move from collective creativity directed by the teacher to individual creative experimental activities. Interpretation of data based on theory requires a well-formed reader’s literacy, so another important condition for the development of students’ creative potential is considered to be working with information. The paper discusses the essential features and types of educational texts, their possibilities in the development of creative potential. Conclusion. It is concluded that the development of creative potential is possible with the activity of students without template instructions and algorithms in situations of uncertainty, which are created by leading questions of the teacher. The situations, created on the basis of experimental activities and work with educational texts, are of particular importance. A trained teacher is a prerequisite for developing the creative potential of students.