Влияние эпистемологических представлений и предрасположенностей на развитие навыков критического мышления у студентов
Аннотация
При осуществлении разного рода педагогических воздействий, направленных на развитие критического мышления, неизменно фиксируется примерно одинаковая доля студентов, чьи навыки критического мышления не улучшаются — вне зависимости от подхода и методов обучения. Автор высказывает предположение, что конструкт «критическое мышление» содержит элементы, которые обычно не учитываются при обучении, но которые влияют на стремление студентов развивать свои навыки критического мышления и применять их.
Проведено исследование с целью оценки влияния предрасположенностей и эпистемологических представлений на изменение навыков критического мышления при целенаправленном обучении. Под цели исследования трансформирован учебный курс «Концепции современного естествознания». В исследовании участвовали 214 студентов разных курсов филологического факультета РУДН.
Установлено, что показатели развития критического мышления не повышаются у студентов, у которых эпистемологические представления находятся на абсолютной или переходной стадии и у которых слабо развитыпредрасположенности «любознательность», «поиск истины», «непредубежденность». У всех студентов с независимым или контекстным восприятием знания и развитыми предрасположенностями навыки критического мышления за период обучения статистически значимо улучшились. Корреляций между изменениями навыков, предрасположенностей и эпистемологических представлений не выявлено: их траектории развития существенным образом различаются. Для целей обучения предложена и обоснована условная модель критического мышления, которая отличается от существующих моделей тем, что помимо навыков, компонентов, предрасположенностей, социального аспекта включает еще и эпистемологические представления, через призму которых студенты воспринимают знания.
Скачивания
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