Kulyk L. Physical Sums as the Mean of Students' Divergent Thought Development

Українська версія

Thesis for the degree of Candidate of Sciences (CSc)

State registration number

0410U009417

Thesis Registration Form

0410U009417.pdf

Applicant for

Specialization

  • 13.00.02 - Теорія і методика навчання (з галузей знань)

07-12-2010

Specialized Academic Board

Д 26.053.06

Essay

The author invented and theoretically grounded the methodical foundations of physics sums usage as the most effective means to develop students' divergent thought. Psychological and pedagogical peculiarities of first year students are determined and the conditions that promote the divergent thought development are highlighted. The four stages of students' divergent thought development are singled out: diagnostic-motivative, educative, executive (implementive), reference-reflexive are covered in thesis. Experimentally proved, that implementation of developed methodical fundamentals of physical sums' usage for students' divergent thought development in the process of "Mechanics" section studying, provides the increase of educational achievement levels comparatively with traditional methods of education

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