STATE OF FORMATION OF STUDENTS’ COGNITIVE INDEPENDENCE IN INSTITUTIONS OF OUT-OF-SCHOOL EDUCATION
Abstract
The article is devoted to the urgent problem of modern psychological and pedagogical science of the formation of students’ cognitive independence in institutions of out-of-school education.
The main purpose of the study is to determine the current state of formation of students’ cognitive independence in out-of-school education, to define the features of this process, appropriate analysis and generalization of data obtained from empirical research, which will be the basis for developing methods of working with children in order to develop their cognitive independence.
It is established that the system of out-of-school education in Ukraine is currently at an important stage of development. One of the weaknesses is the improvement of scientific and methodological support of the institution of out-of-school education. Accordingly, the content of out-of-school education, its regulation and substantiation on new scientific bases needs to be improved.
The essence of the concept of students’ cognitive independence in institutions of out-of-school education is clarified as a person’s integrative quality, which characterizes one’s ability to master new knowledge and skills in active and motivated way and use them.
The formation of students’ cognitive independence is a process of gaining productive experience based on the development of creative functions of those activities that they master in the process of out-of-school education.
The components of the concept of students’ cognitive independence in institutions of out-of-school education are determined as the following: semantic, motivational-volitional, operational, as well as evaluation criteria, indicators and levels of formation.
The following methods were used in the process of research: theoretical analysis of psychological and pedagogical literature, documents; study and generalization of innovative pedagogical experience of formation of students’ cognitive independence in institutions of out-of-school education; pedagogical observation, interviews, questionnaires, testing, surveys were used to determine the levels of formation of students’ cognitive independence in institutions of out-of-school education; systematization and classification of the received information, methods of mathematical statistics, processing of research results, comparative analysis, interpretation and generalization of facts.
The conclusions emphasize that the educational process of formation of students’ cognitive independence in institutions of out-of-school education requires scientific support of its implementation, careful selection of content, forms, methods and means of educational influence.
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