Pedagogical And Psychological Features of Developing Students’ Creative Thinking and Creative Competence
Keywords:
Creative thinking, creative competence, divergent thinking, chemistry education, functional literacy, PISA, creative task, pedagogical and psychological conditions, reflection.Abstract
The article examines, from theoretical and experimental perspectives, the pedagogical and psychological features of developing the creative thinking and creative competence of general secondary school students in the process of chemistry education. The essence of the concepts of “creative thinking” and “creative competence”, their structural components (motivational-value, cognitive-divergent, operational-activity and reflective-evaluative) and development criteria are clarified. Based on the PISA framework for assessing creative thinking and I.E. Shernazarov’s scientific views on the development of functional literacy, a system of context-based, problem-search and open-ended creative tasks for chemistry lessons has been developed. The results of the pedagogical experiment showed that the proposed methodology leads to a statistically significant increase in the proportion of students with high and medium levels of creative competence.
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