DIAGNOSTIC TOOLS FOR DETERMINING THE STATE OF READINESS OF HIGH SCHOOL STUDENTS FOR ENVIRONMENTAL PROJECT ACTIVITIES
DOI:
https://doi.org/10.32405/2308-3778-2024-28-1-62-75Keywords:
diagnostic tools, environmental competence, criteria and levels, high school students, project-research activityAbstract
The article develops and characterizes a diagnostic tool for determining the state of readiness of high school students to carry out environmental project activities, assesses the level of environmental competence of high school students through project and research activities.
The aim of the research is to develop a diagnostic tool for determining the state of readiness of high school students to carry out environmental project activities. The objectives of the study are to: develop and characterize a diagnostic tool for determining the state of readiness of high school students to carry out environmental project activities; develop and characterize a diagnostic tool for determining the state of readiness of high school students to carry out environmental project activities; experimentally test the effectiveness of the developed diagnostic tool; assess the level of environmental competence of high school students through project research activities. To achieve the goal and objectives, the following methods were used: comparative and analytical; systematic; questionnaires and testing, qualitative and quantitative analysis.
The importance of using diagnostic tools is emphasized, which will allow getting a comprehensive picture of the readiness of students to carry out environmental project activities. It will help not only to determine the basic level of high school students, but also to plan effective educational activities aimed at the successful implementation of environmental projects.
The key components of high school students' readiness to carry out environmental project activities, which served as the basis for the development of diagnostic tools, namely: motivational, cognitive, practical, and value, are identified.
The effectiveness of project and research activities in the formation of environmental competence of high school students has been experimentally confirmed. The positive dynamics of the formation of environmental competence in high school students through project research activities by motivational and value, theoretical and cognitive, and project and activity criteria has been established.
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