THEORETICAL ANALYSIS OF THE PROBLEM OF IMPLEMENTING RESOURCES FOR THE DEVELOPMENT OF SCIENTIFIC THINKING OF GIFTED STUDENTS IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT
DOI:
https://doi.org/10.63437/3083-6425-2025-4(99)-06Keywords:
intelligence, scientific thinking, practical thinking, theoretical thinking, reproductive thinking, productive thinking, logical thinking, intuitive thinking, deductive thinking, inductive thinking, development, educational and information environmentAbstract
The article is devoted to the theoretical principles of the development of scientific thinking of gifted students in the educational and information environment. First of all, the emphasis is placed on the fact that the thinking of an individual (including scientific thinking) should be considered as one of the components of his intelligence. Based on the implementation of a historical retrospective of the concepts of intelligence, a conclusion is made about the expediency of treating intelligence as an apparatus of intelligent behavior of an individual, which is a higher mental phenomenon in comparison with instinct and skill, which are also involved in the process of adapting an individual to his environment and changing the latter to his needs. Structurally, intelligence (namely, its thinking component) as an apparatus of intelligent behavior of an individual is represented by cognitive and creative blocks, the components of which represent the components of thinking (and primarily scientific thinking) of an individual (and primarily a gifted individual). Depending on the specifics of the scientific problem in the process of solving it, the thinking process takes place in the practical or theoretical, reproductive or productive, logical or intuitive, deductive or inductive planes. The article concludes with a reference to the significant ideas of philosophers, psychologists and educators, which can serve as the basis for a methodological superstructure related to the development of scientific thinking of gifted students in the educational and information environment. In addition, the emphasis is placed on the fact that in examining the level of scientific thinking, the most important thing is not that children make mistakes, but how they perform the task, making mistakes.
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References
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