N.A. Kovchyn

Candidate of Pedagigical

Science, Scholar of the

Pedagogical Institute,

Pedagogical Science Academy.

Complex Research of the Didactic Process Efficiency at Applied School in the Field of Science Education.

At present the problem of modern didactic process effectiveness is becoming a highlight taking into account studying of the number of science cycle subjects at applied school.

Practice shows that while controlling effectiveness of learning science, Geography in particular, at applied school main attention was concentrated on knowledge and the ways of its successful obtaining.

In many cases index of intellectual achievements, intellectual skills, motivation of educational activity psychical process, index of individuality moulding were left out of attention.

It’s important to define the criteria of didactic process effectiveness. While defining and selecting these criteria and forminy diagnostics model of intellectual achievements, we based on Gilford intellect model taking into account thesis that activity reflects character and methods of this intellectual activity while processing information, any of them being very important. But the number of operations was widened.

Taking into consideration different definitions of intellect, we based on one which characterises intellect like relatively stable structure of individual intellectual abilitien and also like a system of brain activity, style and strategy of solving problems.

While studying transformation of pupil’s individuality like an indicator of didactic effective process in science education, we consider complex approach to be the only garantee of objective result. This complex approach assumes combination of pedagogical aspects of research, it’s variability, deapth and integrity and it’s based on the following principles:

1. The principle of complexity – assumes that only combination of methods of studying and ability diagnostics, intellectual and other researches, profound studying of pupil’s individuality, getting acquainted with teachers and parents points of view, and view of pupils themselves studying and analyses of activity results this complex research of the didactic process can give real data about the level of it’s effectiveness.

2. Systemacy principle suggests that all researching and diagnostical methods should be put into practice according to thought-out scientifically sequence system and of course, succession.

All collected data in the process of researching have to complement each other.

3. Principle of succession and step-by-step approach supposes that methods and methodologies are used in certain sequence after antecedent data have been analysed.

4. Principle of constancy and continuty requires learning of all indicators of didactic process efficiency in their constantly developing dynamics.

Our complex methodology of didactic process research in the course of differentiated education consists of two components: pedagogical and psychological interconnected with each other, Pedagogical component of our complex methodology was based on the pattern on the basis of which there is a systemic – structural approach and according to which thinking process is regarded as a complicated system, that has it’s own fundamental components: substantive (knowledge), operational (ways of activity) and motivational (stimulus for activity) which are closely interrelated.

Our main attention was concentrated on studying of the operational component, i.e. diagnostics of the students thinking operation level. A special methodology of the diagnostics of the level of intellectual skills for senior students was developed. This methodology embraces learning of such intellectual skills as analysis and putting forward the main thing, conysarison, generalization and systematization, learning of the notions (conseptions), evaluation, concretization, proving and disproving, creative skills. The level of such method acquisition is a criterion of the intellectual development and thus is closely diagnosed due to this methodology. The developing of the methodological tasks and their contents was based on the intellectual skills which the pupils of the applied school should master.

To learn the motivation of the educational activity we developed a set of forms for studying it in dynamics. As it was mentioned above, this methodology has a complex character: it includes psychological component in addition to pedagogical.

For deeper studying of the student’s individuality development dynamics in the course of differentiated education several separate methodologies on researching the peculiarities of perception, memory, attention, imagination, verbal and nonverbal intellect were included.

The dynamics of the intellectual skills indicators were researched either, general education successfulness, the dynamics of the interest to education and general motivation were analysed, several cases of students transfer to another (parallel) class were researched and dicussed.

Due to this integrated results of researches psycho-pedagogical recommendations for teachers and school psychologists were worked out for implementing into practice at applied school.

To study the efficiency of education it’s not worth using the result of the questionnairies, tests etc. for a long time, but it’s necessary to watch the dynamics of the individuality development of every pupil being researched.

For the impartial assessment of the individuality’s development and intellectual abilities showings (index) you mustn’t be limited in using only isolated tasks and tests. It is necessary to use a certain complex of methods for studying senior pupil’s education efficiency .

To study the character of progressive changes of pupil’s individuality in the course of educational process it’s important not to be limited only by the “outside” criteria (forms, questionnairies), but it’s necessary to harmonically combine “inner” criteria: deep and all-round studying of the wide range of pupil’s abilities, psychic processes, perception, attention, imagination, way of thinking , memory, motivation process.

We can make the following conclusions based on the analysis of the research results:

1) Presence of the objective estimation of pupil’s abilities during the course of education process can ensure effectiveness in science education at applied school.

2) Only using complex approach to estimate every student’s abilities we can ensure the objective evaluation of student’s development and demonstration of mental abilities.

3) Using complex methodology in determination of intellectual ability and psychic development level retrace of their dynamics in the course of education ensures a high level of education efficiency.

We consider that this problem needs further and deeper research.

Information about author:

Kovchyn Natalia Andriyivna, Candidate of Pedagogical Science, scholar of Pedagogical Institute of the Academy of Pedagogical Science of Ukraine.

Tel.: 0969278129, (044)468-14-45.