A Model for Diagnosing the Cognitive Activity of Students of Secondary Vocational Education System in Teaching Computer Science

Purpose of research. The purpose of the article is to substantiate the application of the developed model for the diagnosis of cognitive activity in the secondary vocational education system when students master the academic discipline “Computer science”. Research materials and methods. The idea of the research is related to the application of the developed model for the diagnosis of cognitive activity in the secondary vocational education system when students master the program of the general education discipline “Computer science”. The implementation of the developed diagnostic model is based on the synthesis of highly formalized and low-formalized methods in order to obtain the most reliable picture of the level of cognitive activity of the contingent in computer science classes. The developed model of cognitive activity diagnostics allows us to obtain pedagogically significant information that characterizes the dynamics of changes in the level of cognitive activity when performing special psychological and pedagogical tests, as well as educational tasks, and to compile a reliable picture of the effectiveness of the educational   process in the studied groups of students of secondary vocational education, taking into account cognitive, pedagogical, social criteria, and also the level of basic computer science training. The model for diagnosing the level of learning in computer science and cognitive activity includes the assessment of the acquired knowledge, the development of professional skills and encouraging students to continuously improve and apply professional skills on a regular basis. At the same time, boundary control is an indicator of the level of knowledge of the educational material content, intermediate control is a demonstration of mastering practical skills, and stimulating   points introduce a component of motivation, which affects the level   of cognitive activity of the student. Cognitive activity in the context of the study is defined as a cognitive, psychological and social response to the cognitive process, which determines the personal and motivational interest in the conscious   acquisition of knowledge and skills of the subject area and is a structural component of the effectiveness of the educational process in computer science. Results. Based on the revealed essence of cognitive activity in subject training, a model for diagnosing the cognitive activity of students of secondary vocational education in computer science classes has been compiled, substantiated and tested in the real educational process, allowing for a reliable picture of the effectiveness of the educational   process in the studied groups, taking into account cognitive,   psychological and social criteria, as well as the level of initial training   in computer science. Conclusion. The application of the developed model for diagnosing cognitive activity using a component-by-component expert assessment of intellectual initiative in the context of the effectiveness of computer science teaching contributes to the personalized and group identification of students in the secondary vocational education system, and also allows for comparative assessments of the final rating indexes in each of the individual groups of students in order to adjust and supplement selected teaching methods and tools. The materials of the paper can be useful for lecturers of secondary and higher professional education.

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