Cognitive States Dynamics of Students with Different Levels of Reflection
It is theoretically shown that the study of cognitive states reflection in learning activities is of particular importance, since the awareness of a target cognitive state achievement by students occurs precisely because of reflection. The purpose of the study is to identify the dynamics of cognitive states during lessons for students with different levels and focuses of reflection. To achieve this goal, we used the method of "polar groups". We formed three groups, differing subjects in their level of reflection: low-, medium- and highly reflective students. Using the questionnaire during the seminars, we studied the intensity and frequency of the cognitive states manifestation in dynamics, that is, at the beginning, in the middle and at the end of the session. Data analysis was carried out using the program SPSS 21.0. As a result of the study, we have identified the most often experienced in the class cognitive states. Most of them are positive (interest, inspiration, concentration), absenteeism is presented from the negative. We also revealed the general dynamics of cognitive states in the seminar. At the beginning of the lesson, students are more likely to experience the states of interest and inspiration, in the middle - the state of concentration, thoughtfulness and reflection, and at the end reflection, they experience thoughtfulness, boredom and insensitivity. The most optimal cognitive states are experienced by students with a low level of introspection and an average level of activity reflection, regardless of the stage of the lesson. It is established that the interaction between the activity reflection and the reflection of one's own experiences affects the intensity of students' cognitive states experiences. The maximum intensity of cognitive states experienced by students is achieved by a combination of an average level of activity reflection and average introspection. For students with the low level of reflection, the optimal level of introspection is low, and for students with a high level of introspection is high. The minimum intensity of cognitive states is found in the combination of high introspection and an average level of reflection of activity, as well as the interaction of a high level of activity reflection and low introspection. The data obtained will allow teachers to take into account the direction and level of expressiveness of reflectivity to achieve positive cognitive states during their work with students.
Keywords
рефлексия,
познавательное состояние,
динамика,
направленность рефлексии,
учебная деятельность,
reflection,
cognitive state,
dynamics,
orientation of reflection,
educational activityAuthors
| Prokhorov Alexander O. | Kazan (Volga region) Federal University | alprokhor1011@gmail.com |
| Chernov Albert V. | Kazan (Volga region) Federal University | albertprofit@mail.ru |
Всего: 2
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