APPROACHES TO DIAGNOSTICS OF SYSTEMIC THINKING DEVELOPMENT IN SCHOOLCHILDREN

Abstract

The author suggests considering thinking as a systemic formation, of which the level of development allows an individual, while cognizing the world, to establish relationships between objects and phenomena of reality, and to find out and forecast the regularities of phenomena and processes. Use of systemic approach for evaluation of systemic thinking enables introducing of parameters for its diagnostics and level of development. The content of education should be not specific subject knowledge, but methods of thinking organization. Special techniques are offered that promote forming of skills in eliciting connections and hidden dependencies both inside the system, between its elements, and in relations of the system with other objects. Experiential data show significantly higher mean value of systemic thinking in the experimental group than in the control group.

Key words: systemic approach, systemic thinking, level of development, systemic issues.

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