THE TRANSVERSAL COMPETENCE FOR PROBLEM-SOLVING IN COGNITIVE LEARNING
The opportunities education provides to develop the student’s ability to use cognitive skills to understand and solve problems whose solution is not obvious and the student’s willingness to engage in problem solving as a constructive and thinking citizen are essential for the realization of the approach from transversal competences to transversal personality. The study puts an emphasis on exploring the conditions for the development of transversal competence for solving educational-and-cognitive problems that is portable through different learning contents, different activities and ages. The highlights of pupils’ cognitive development have been used as a basis for turning them into subjects of problem-based training aiming at the development of transversal competence to solve problems. The here developed task system for solving integrated problems in science education allows diagnosing the level of competence of cognitive-learning problem solving as transversal. Achieving this result in school education is directly linked to the teacher’s competence to design a proactive educational environment i.e. to the requirements for the training of pedagogical specialists in existing conditions.
Achkovska-Leshkovska, E., & Spaseva, M. S. (2016). John Dewey’s educational theory and educational implications of Howard Gardner’s multiple intelligences theory. International Journal of Cognitive Research in Science, Engineering and Education/IJCRSEE, 4(2), 57-66. https://doi.org/10.5937/IJCRSEE1602057A
Burke, J. (1989). Competency Based Training and Education. Lewis: Palmer Press
Cvetković, B. N., & Stanojević, D. (2017). Educational needs of teacher for introduction and application of innovative models in educational work to improve teaching. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(1), 49-56. https://doi.org/10.5937/IJCRSEE1701049N
Delor, J. (1997). Education – the hidden treasure. Sofia: „SEPA-INFORMA” Ltd. (in Bulgarian).
Desev, L. (1999). Dictionary of psychology. Sofia: Bulgarika (in Bulgarian).
Galcheva, P., A. Hineva. (2016). Possibilities for Forming of Key Competences With the Aid of Reflective Activities – Examples From School Practice. Strategies for Policy in Science and Education, 24(6), (636-646).
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships.-New York, NY: Bantam Dell, A Division of Random House.
Jonassen, D., & Tessmer, M. (1996). An outcomes-based taxonomy for instructional systems design, evaluation, and research. Training Research Journal, 2(11-46), 97. http://tecfaetu.unige.ch/staf/staf-e/vimare/staf18/Documentation/cidrtax.pdf
Leemkuil, H., de Jong, T., & Ootes, S. (2000). Review of educational use of games and simulations. Knowledge Management Interactive Training System, University of Twente. KITS concortium. https://www.researchgate.net/profile/Henny_Leemkuil/publication/250740593_Review_of_educational_use_of_games_and_simulations/links/543fa7990cf23da6cb5b9062/Review-of-educational-use-of-games-and-simulations.pdf
Levunlieva, M. (2011). The conceptual domain WATER/LIQUIDS as a source of ontological metaphors in English and Bulgarian (thesis). Sofia: Sofia University “St. Kliment Ohridski”.
Lyons, J. (1977). Semantics. Vol. 1. Cambridge: Cambridge University Press.
Merdzhanova, Y. (2002). Transversal competences of the student – e case study. Annual journal of SU “St. Kliment Ohridski”, (97-141), (In Bulgarian).
Merdzhanova, Y. (2005). The multisensory principle in education and in life. Sofia: University Publishing House “St. Kliment of Ohrid”, (In Bulgarian).
Merdzhanova, Y. (2014). Basic methodological approaches to transversal competences. Sofia: University Publishing House “St. Kliment Ohridski”, (In Bulgarian).
Naydenova, V. (2004). The professional image of the modern teacher (the chemistry teacher as an instance). Sofia: Faktum (in Bulgarian).
OECD (2017). PISA 2015 Results: Collaborative Problem Solving (Volume V). PISA. OECD Publishing, Paris.
Organisation for Economic Co-operation and Development (OECD). (2014). PISA 2012 results: Creative problem solving: Students’ skills in tackling real-life problems (Volume V). OECD, Paris, France.
Petrov, P., N. Tsankov. (2010). School Didactics. Avangard Prima, Sofia. (In Bulgarian)
Petrova, S. (2016). Science and Technologies in the School of 21st Century. The Bulgarian results for PISA 2015. Center for Evaluation of Pre-School and School Education, Sofia (In Bulgarian).
Petrova, S. (2018). The PISA module 2015 „Collaborative Problem Solving“. Study concept, analysis of the results and sample questions. Strategies for educational and scientific policies, 25(6), (631-660). (In Bulgarian)
Peycheva, R. (2002). A Condition of Integration by the Object of Knowledge in Bulgarian Secondary School. Almanac of Sofia University “St. Kliment of Ohrid”, vol. 92 (183-242) (In Bulgarian).
Radev, Pl. (2005). School didactics: Basic introduction. Plovdiv: Paisiy Hilendarski University Press (in Bulgarian).
Ray, B. (1996). Les competences transversales en question. Collection Pedagogies. Paris: ESF editeur.
Selevko, G. (2004). Competences and their classification. National Education 4, 138-143 (in Russian).
Tafrova-Grigorova, А. (2010). Bulgarian chemistry education at school: Results from national and international research studies. What next? Khimiya 19(3), 163-188 (in Bulgarian).
Tsankov, N. & L. Genkova. (2009). The competence-based approach in education. Blagoevgrad: “Neofit Rilski” University press (in Bulgarian).
Toshev, B. (2010). Intelligence and literacy. Khimiya 19(4), 243-251 (in Bulgarian)
Tsankov, N. (2017). Development of transversal competences in school education (a didactic interpretation). International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 5(2), 129-144. https://doi.org/10.5937/IJCRSEE1702129T
Tsankov, N. S. (2012). High school students as subjects in the process of formation and development of cognitive competencies. Romanian Journal of School Psychology, 5(10), 47-54. https://www.anps.ro/documente/Revista%20nr%2010/Tsankov.pdf
Vasilev, V., Y. Dimova, T. Kolarova – Kancheva (2005). Reflection and education. Plovdiv: Makros, (In Bulgarian).
Vladeva, R. (2013). The Competencies as Part of the Curriculum in Geography. Collection of articles ІІІ International conference “Intercultural Dialogue and the Education on the Balkans and in Eastern Europe”, V. Turnovo, IVIS. (96-105).
Wechsler D. (1955). Manual for the Wechsler Adult Intelligence Scale. The Psychological Corporation, New York.
Copyright (c) 2018 International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.