The potential of operational thinking is viewed in terms of methodology and as an analytical tool of cognition in the pedagogy of collaborative creativity. The disadvantages of such thinking are revealed through the study of the theoretical structure of project-oriented thinking and its comparison with the theoretical structure of design-oriented thinking (Laursen & Haase: 2019, pp.813–832). There are studies aimed at developing design-oriented thinking as a tool to hone 21st-century skills in collaborative problem-solving and working with information, looking for evidence and refutation, considering empirical data as a basis for theoretical conclusions as well as extrapolating these technologies to various professional areas. Therefore, it is necessary to master both faculties of thinking in tandem, which will help reveal the opposites, and thus draw reliable conclusions. However, it is worth objecting to developing inductive reasoning without its opposite – deductive reasoning, since mere induction may be misleading – results of deductive reasoning must be proven by facts that are generated by means of induction. Some researchers come up with cognitive learning programs that focus on inductive reasoning, phonological awareness and sensible reading. What can explain the ever-dwindling fundamentality of education in the era of exponentially amassed information? How does acquired comprehension shape the development of theoretical thinking and ability to reason? Why do PBQs serve as a means of developing theoretical thinking and knowledge? In search of answers to these questions, the authors suggest first analyzing the development of the ability to reason, handle notions and ideas – in other words, to master theoretical thinking. Palabras clave: Cognición, dialéctica, pensamiento teórico, pregunta basada en problemas. El refuerzo del pensamiento teórico ayuda a pasar del conocimiento declarativo proporcionado por un profesor a su descubrimiento conjunto con los alumnos. Los resultados se utilizaron para desarrollar e implementar un curso de formación avanzada para profesores universitarios. La capacidad de operar un sistema de nociones mientras se plantean preguntas y se buscan respuestas fomenta la comunicación significativa. La construcción de PBQ permitió a los estudiantes desarrollar su capacidad para manejar conscientemente nociones, formular declaraciones, sacar conclusiones y revelar contradicciones. Las preguntas basadas en problemas (PBQ) se dominan en el proceso de aprender el tema y desarrollar la capacidad de pensar. Keywords: Cognition, dialectics, problem-based question, theoretical thinking. The booster of theoretical thinking helps to switch from declarative knowledge given by a teacher to its joint discovery with learners. The ability to operate a system of notions while posing questions and looking for answers to them encourages meaningful communication.The findings were used to develop and implement an advanced training course for university teachers. Constructing PBQs enabled students to develop their ability to consciously handle notions, formulate statements, make conclusions, and reveal contradictions. Problem-based questions (PBQs) are mastered in the process of learning the subject matter and developing the ability to think.
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