Promoting the Development of Communicative and Scientifc Skills of Students of Secondary Specialised Education in Science through Exercises and Creative Tasks
DOI:
https://doi.org/10.32405/2309-3935-2024-4(95)-5-9Keywords:
scientific communication, scientific and communicative competence, tasks, exercises, skillsAbstract
The article is devoted to highlightingcertain pedagogical tools necessary for the developmentin students communication and scientific skills for the mastery of research competencies provided by the SCSS Standard. The article describes exercises, tasks, assignments, creative tasks that contribute tothe development of students’ scientific communication skills, in particular, exercises related to the development of the following abilities 1) the ability of students toapply theoretical and empirical research methods in research activities; 2) the ability of students to search, process, summarize and apply information and research results.
All the tasks proposed by the author are based on the psycholinguistic provisions according to which, in order to communicate fully, students must master the following skills: first, quickly and correctly navigate in the conditions of speech communication; second, to plan their speech correctly and choose the content of the act of communication; third, to find adequate means to convey this content; fourth, to provide feedback.
The proposed tasks are based on research competences and specific abilities that specify the essence of these competences.
The conclusions focus on the fact that the tasks of scientific communicative and linguistic orientation should be presented by questions with elements of problem-based learning, focused on the organic development of the applicant's heuristic abilities and creative thinking. After all, according to the postulates of psycholinguistics, speech is a heuristic process by its psychological nature, especially when it performs scientific functions. Each task should exclude the possibility of ambiguity in the perception of its content and its misinterpretation, which follows from the requirement of accessibility of presentation and ensuring the conceptuality of the educational material in the process of active mastery of scientific and communication actions.
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References
Використані літературні джерела
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3. Про затвердження Стандарту спеціалізованої освіти наукового спрямування : Постанова Кабінету Міністрів України від 16 жовт. 2019 р. № 1303. – URL: https://zakon.rada.gov.ua/rada/show/v1303729-19#Text.
References
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