Science for Education Today, 2019, vol. 9, no. 4, pp. 7–18
© Sarsekeyeva Z. E., Gorbunova N. A., Zhekibayeva B. A., Sarsekeyeva N. E., 2019
UDC: 
371.13+37.025.7

Developing students’ cognitive culture through solving career-oriented tasks within the framework of initial teacher education

Sarsekeyeva Z. E. 1 (Karaganda, Republic of Kazakhstan), Gorbunova N. A. 1 (Karaganda, Republic of Kazakhstan), Zhekibayeva B. A. 1 (Karaganda, Republic of Kazakhstan), Sarsekeyeva N. E. 2 (Karaganda, Republic of Kazakhstan)
1 Academician E. A. Buketov Karaganda State University
2 Karaganda Medical University
Full text (Open Access) — Downloaded 1679
Abstract: 

Introduction. The authors investigate the problem of developing cognitive culture in undergraduate students pursuing their degrees in education. The purpose of the research is to identify the characteristic features of developing prospective teachers’ cognitive culture by means of solving career-oriented tasks.
Materials and Methods. The research methodology is based on the following theoretical methods: analysis and synthesis of research investigations on developing prospective teachers’ cognitive culture by means of solving career-oriented tasks. The authors have also used such empirical methods as questionnaires and mathematical processing of statistical data.
Results. The authors have clarified the concept of ‘cognitive culture’ and identified its components. The study has evaluated the level of cognitive culture among first- and fourth-year students studying Education. The authors provide the criteria and indicators for evaluating the investigated quality and present an education technology for solving career-oriented tasks aimed at developing students’ cognitive culture.
Conclusions. The study concludes that implementing the technology of solving career-oriented tasks within the framework of initial teacher education (training) contributes to developing students’ cognitive culture as a part of their personal culture.

Keywords: 

Future teachers training; Pedagogical speciality; Cognitive culture; Structural components; Levels of formation; Pedagogical tasks; Education technology.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:39256951

Prominence Percentile SciVal: 97.701 Creative Performance | Implicit Theories | Gifted

https://www.scopus.com/record/display.uri?eid=2-s2.0-85074633464&origin=...

Developing students’ cognitive culture through solving career-oriented tasks within the framework of initial teacher education

For citation:
Sarsekeyeva Z. E., Gorbunova N. A., Zhekibayeva B. A., Sarsekeyeva N. E. Developing students’ cognitive culture through solving career-oriented tasks within the framework of initial teacher education. Science for Education Today, 2019, vol. 9, no. 4, pp. 7–18. DOI: http://dx.doi.org/10.15293/2658-6762.1904.01
References: 
  1. Hartner-Tiefenthaler M., Roetzer K., Bottaro G., Peschl M. F. When relational and epistemological uncertainty act as driving forces in collaborative knowledge creation processes among university students. Thinking Skills and Creativity, 2018, vol. 28, pp. 21–40. DOI: https://doi.org/10.1016/j.tsc.2018.02.013
  2. Khaliullina L. R. Psychological and pedagogical foundations of undergraduates’ research thinking development process. Procedia – Social and Behavioral Sciences, 2017, vol. 237, pp. 1405–1411. DOI: https://doi.org/10.1016/j.sbspro.2017.02.205
  3. Maltese A. V., Simpson A., Anderson A. Failing to learn: The impact of failures during making activities. Thinking Skills and Creativity, 2018, vol. 30, pp. 116–124. DOI: https://doi.org/10.1016/j.tsc.2018.01.003
  4. Msonde S. E., Aalst J. V. Designing for interaction, thinking and academic achievement in a Tanzanian undergraduate chemistry course. Educational Technology Research and Development, 2017, vol. 65, issue 5, pp. 1389–1413. DOI: https://doi.org/10.1007/s11423-017-9531-4
  5. Alonzo A. C., Kim J. Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking. Teaching and Teacher Education, 2018, vol. 76, pp. 283–297. DOI: https://doi.org/10.1016/j.tate.2017.12.008
  6. Shafto P., Goodman N. D., Griffiths T. L. A rational account of pedagogical reasoning: Teaching by, and learning from, examples. Cognitive Psychology, 2014, vol. 71, pp. 55–89. DOI: http://dx.doi.org/10.1016/j.cogpsych.2013.12.004
  7. Gushchin A. “To teach learning…” or on the culture of thinking of today’s students. Procedia – Social and Behavioral Sciences, 2015, vol. 214, pp. 457–464. DOI: https://doi.org/10.1016/j.sbspro.2015.11.722
  8. Abrami P. C., Bernard R. M., Borokhovski E., Waddington D. I., Wade C. A., Persson T. Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 2015, vol. 85, issue 2, pp. 275–314. DOI: https://doi.org/10.3102/0034654314551063
  9. Clack J. Distinguishing between ‘macro’ and ‘micro’ possibility thinking: Seen and unseen creativity. Thinking Skills and Creativity, 2017, vol. 26, pp. 60–70. DOI: https://doi.org/10.1016/j.tsc.2017.06.003
  10. Semmler L., Uchinokura Sh., Pietzner V. Comparison of German and Japanese student teachers’ views on creativity in chemistry class. Asia-Pacific Science Education, 2018, vol. 4, article number: 9. DOI: https://doi.org/10.1186/s41029-018-0025-4
  11. Ellis V. A. Introducing the creative learning principles: instructional tasks used to promote rhizomatic learning through creativity. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2016, vol. 89, issue 4-5, pp. 125–134. DOI: https://doi.org/10.1080/00098655.2016.1170448
  12. Cheng V. M. Y. Understanding and enhancing personal transfer of creative learning. Thinking Skills and Creativity, 2016, vol. 22, pp. 58–73. DOI: https://doi.org/10.1016/j.tsc.2016.09.001
  13. Cheng V. M. Y. Developing individual creativity for environmental sustainability: Using an everyday theme in higher education. Thinking Skills and Creativity, 2019, vol. 33, pp. 100567. DOI: https://doi.org/10.1016/j.tsc.2019.05.001 
  14. Garzon A. E. A., Isaza A. M. R., Munoz D. T. M. Impact of pedagogical reflection in the teaching practicum from Caqueta practitioners` perspective: A literature review. Educación y Humanismo, 2018, vol. 20, no. 35, pp. 57–73. DOI: https://doi.org/10.17081/eduhum.20.35.2658
  15. Gungor M. N. Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian Journal of Teacher Education, 2016, vol. 41, issue 2, pp. 137–151. DOI: http://dx.doi.org/10.14221/ajte.2016v41n2.9
  16. Sánchez-Martí A., Puig M. S., Ruiz-Bueno A., Regós R. A. Implementation and assessment of an experiment in reflective thinking to enrich higher education students’ learning through mediated narratives. Thinking Skills and Creativity, 2018, vol. 29, pp. 12–22. DOI: https://doi.org/10.1016/j.tsc.2018.05.008
  17. Koivuniemi M., Järvenoja H., Järvelä S. Teacher education students' strategic activities in challenging collaborative learning situations. Learning, Culture and Social Interaction, 2018, vol. 19, pp. 109–123. DOI: https://doi.org/10.1016/j.lcsi.2018.05.002  
  18. Dole Sh. F. Creating cultures of thinking: The 8 forces we must master to truly transform our schools. Interdisciplinary Journal of Problem-Based Learning, 2017, vol. 11, issue 2. DOI: https://doi.org/10.7771/1541-5015.1720
  19. Jia X., Hu W., Cai F., Wang H., Li J., Runco M. A., Chen Y. The influence of teaching methods on creative problem finding. Thinking Skills and Creativity, 2017, vol. 24, pp. 86–94. DOI: http://dx.doi.org/10.1016/j.tsc.2017.02.006
  20. Grohs J. R., Kirk G. R., Soledad M. M., Knight D. B. Assessing systems thinking: A tool to measure complex reasoning through ill-structured problems. Thinking Skills and Creativity, 2018, vol. 28, pp. 110–130. DOI: https://doi.org/10.1016/j.tsc.2018.03.003
  21. Golding C. Discerning student thinking: A practical theoretical framework for recognising or informally assessing different ways of thinking. Teaching in Higher Education, 2019, vol. 24, issue 4, pp. 478–492. DOI: https://doi.org/10.1080/13562517.2018.1491024
  22. Deng Z. Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education, 2018, vol. 72, pp. 155–164. DOI: https://doi.org/10.1016/j.tate.2017.11.021
  23. Çalik M., Karataş F. Ö. Does a “science, technology and social change” course improve scientific habits of mind and attitudes towards socioscientific issues?. Australian Journal of Teacher Education, 2019, vol. 44, issue 6. DOI: http://dx.doi.org/10.14221/ajte.2018v44n6.3
  24. Fan J. The role of  thinking styles in career decision-making self-efficacy among university students. Thinking Skills and Creativity, 2016, vol. 20, pp. 63–73. DOI: http://dx.doi.org/10.1016/j.tsc.2016.03.001
  25. Matveyeva O. S. Diagnostic of components of college students` vocational thinking culture andlevels of their development. Modern Problems of Science and Education, 2011, no. 5, pp. 69. URL: https://elibrary.ru/item.asp?id=17371342   
Date of the publication 31.08.2019