SENSE-MAKING TECHNIQUES IN EDUCATIONAL PROCESS AND THEIR IMPACT ON THE PERSONAL CHARACTERISTICS OF STUDENTS

  • Irina V. Abakumova, Dr. Faculty of “Psychology, Pedagogy and Defectology”, Don State Technical University, Rostov-on-Don
  • Ekaterina S. Zorina, Dr. Southern Federal University, Rostov-on-Don

Abstract

This study looks into psychotechnics used in education and contributing to initiating logic among students, their personal growth and characterizes psychological features of “sense-deducting”. Here you will find a review of the sense-making techniques considering as one of the categories of psychotechnics. The described techniques are based on the human psychology, they improve the quality of instruction, create a favorable and unique system of values, take into account the individual characteristics of all types of education, and influence the sense-making process development among children. Sense-making techniques are stated in the author's classification and extended by practical methods. The study of psychological features of influence of sense-making techniques on the personality of a student lets us see new patterns in personal, subjective and “meta-subjective” results of acquiring of the school program via transformation and development of value/logic consciousness of a child. The work emphasizes that the use of sense-making techniques is effective in the educational and after-school activities of the educational organization. The achieved results make it possible to understand, to substantiate the naturalness and relevance of the sense-technical approach according to personal and academic indicators of students. In the process of competent and correct use of the semantic techniques, we see the possibility of conveying the best, productive and quality pedagogical experience, as well as the perspective of innovative developments in the psychological and pedagogical sciences. For children and adolescents, information, thanks to sense-techniques, starts to be personal in nature, knowledge is objectified, learning activity becomes an individual need.

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Abstract

This study looks into psychotechnics used in education and contributing to initiating logic among students, their personal growth and characterizes psychological features of “sense-deducting”. Here you will find a review of the sense-making techniques considering as one of the categories of psychotechnics. The described techniques are based on the human psychology, they improve the quality of instruction, create a favorable and unique system of values, take into account the individual characteristics of all types of education, and influence the sense-making process development among children. Sense-making techniques are stated in the author's classification and extended by practical methods. The study of psychological features of influence of sense-making techniques on the personality of a student lets us see new patterns in personal, subjective and “meta-subjective” results of acquiring of the school program via transformation and development of value/logic consciousness of a child. The work emphasizes that the use of sense-making techniques is effective in the educational and after-school activities of the educational organization. The achieved results make it possible to understand, to substantiate the naturalness and relevance of the sense-technical approach according to personal and academic indicators of students. In the process of competent and correct use of the semantic techniques, we see the possibility of conveying the best, productive and quality pedagogical experience, as well as the perspective of innovative developments in the psychological and pedagogical sciences. For children and adolescents, information, thanks to sense-techniques, starts to be personal in nature, knowledge is objectified, learning activity becomes an individual need.

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Published
2017-12-19
How to Cite
ABAKUMOVA, Irina V.; ZORINA, Ekaterina S.. SENSE-MAKING TECHNIQUES IN EDUCATIONAL PROCESS AND THEIR IMPACT ON THE PERSONAL CHARACTERISTICS OF STUDENTS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), [S.l.], v. 5, n. 2, p. 41-46, dec. 2017. ISSN 2334-8496. Available at: <http://ijcrsee.com/index.php/IJCRSEE/article/view/182>. Date accessed: 25 apr. 2018. doi: https://doi.org/10.5937/IJCRSEE1702041A.