System of Diagnostic and Developmental Means for Forming Scientific Thinking of Gifted Students in the Junior Academy of Sciences of Ukraine
DOI:
https://doi.org/10.63437/3083-6425-2026-2(101)-01Keywords:
research activity, reflection, formative assessment, portfolio, mentoring, digital support, gifted educationAbstract
The article substantiates a system of diagnostic and developmental means for fostering scientific thinking among gifted students in the Junior Academy of Sciences of Ukraine. The study proceeds from the idea that scientific thinking should not be reduced to a set of isolated cognitive skills or to the ability to reproduce scientific information. In research-oriented education, it functions as a complex personal and intellectual capacity that enables students to identify a research problem, formulate a hypothesis, select appropriate methods, analyse sources, interpret data, justify conclusions, and reflect on their own cognitive activity.
The purpose of the article is to develop and justify a practice-oriented system of pedagogical means that can be used by teachers, research supervisors, and mentors working with gifted students. The methodological basis of the study includes systemic, activity-based, personality-oriented, competency-based, and reflective approaches. The proposed system is interpreted as an integrated diagnostic and developmental model rather than a collection of separate techniques. It combines testing, questionnaires, portfolios of student research work, project-based learning, pedagogical observation, self-assessment, reflective tasks, interviews, discussions, analysis of research cases, digital support tools, and feedback mechanisms.
The article presents a step-by-step model for applying this system. It includes initial diagnosis of students’ readiness for research activity, formulation of an individual developmental goal, selection of appropriate pedagogical support methods, organization of research activity, documentation of individual progress, and final reflection with further correction of the educational and research trajectory. Special attention is paid to the developmental function of assessment, the role of feedback, the importance of student subjectivity, and the pedagogical conditions under which diagnostic procedures become a means of intellectual growth rather than a formal control mechanism.
The practical significance of the study lies in the possibility of implementing the proposed system in the work of the Junior Academy of Sciences of Ukraine, scientific lyceums, and other educational institutions that support gifted students. The system of diagnostic and developmental means may be used to improve mentoring practices, structure students’ research work, monitor individual progress, and strengthen the reflective and methodological components of research-oriented education.
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Використані літературні джерела
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