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The doctrine of living nature is part of human culture. The role of biology is significant in the formation of a worldview, in a person’s awareness of his role in the world around him. The study of biology shapes the scientific thinking of every person and helps in understanding the world around us. The development of biology is determined both by the interests of practice and the needs of the whole society (problems of medicine, problems of agricultural reproduction, etc.).
Biology of the XX century. characterized by certain trends and knowledge of life phenomena - this is, firstly, the study of living objects at various levels of organization: molecular, cellular, organismal and population; secondly, the desire to study living nature in general, at all levels - it. organization (evolution, systematics). The doctrine of V.I. Vernadsky about the connections of living organisms with inanimate nature(the doctrine of the biosphere) shows the scale of human activity and... warns about the danger of a thoughtless attitude towards nature (biosphere).
In addition to interpreting presentations prepared by experts, students can create their own presentations to enhance learning and participation. This set of skills has been called representational competence. Developing representational competence requires the ability to mentally manipulate two- and three-dimensional objects, a skill called visuoscopic reasoning or spatial ability. Given the importance of spatial concepts and reasoning processes in science, it seems logical that spatial abilities would correlate with participation in science in general.
The subject of biology research is the diversity of existing and extinct organisms, their origin, evolution, distribution, structure, functioning and individual development, connections with each other and with the inanimate nature surrounding them. Biology examines the general and particular patterns inherent in life in all its manifestations and properties (metabolism, reproduction, heredity, variability, adaptability, growth, development, irritability, mobility, etc.).
A review of discipline-based research. The use of representations and spatial thinking. For example, visualization and representation of the invisible molecular level are central to a reliable understanding of chemistry. Chemistry students must learn to create role-playing, discipline-specific representations, how to translate these representations into more familiar equation formats, and how and when to apply each representational format to solve problems. As another example, the ability to render a 3D image from a 2D graphical representation.
Biology is divided into a number of independent sciences and directions depending on the objects being studied, levels of organization of living things, research methods, and the practical use of biological knowledge.
Biology systematic groups are engaged in: virology - the science of viruses, microbiology - the science of mushrooms, botany - the science of plants, zoology - the science of animals, anthropology - the science of humans. Each of these disciplines is divided into a number of narrower areas depending on the object of research. For example, in zoology there are such sciences as entomology - the science of insects, ichthyology - about fish, theriology - about mammals, ornithology - about birds, myrmecology - about ants, lepidopterology - about butterflies, protistology - the science about protozoa, etc. In botany are distinguished: algology - the science of algae, bryology - about mosses, dendrology - about woody plants, etc. In addition, in zoology and botany there are sciences that study certain aspects of the life of animals and plants: structure (morphology, anatomy, histology, etc.) , development (embryology, evolution, etc.), life activity (physiology and biochemistry of animals and plants), distribution (zoogeography and phytogeography), classification into groups (systematics of plants and animals), etc. - a science that studies microorganisms,
Views have four required components, described by Markman. Presented situation. In science and engineering disciplines, the world represented may be a problem to be solved or a device to be designed.
Elements used to construct the view. These elements can be any of the following. Physical objects, such as when balls and sticks are used to model structure chemical compound. Diagram elements such as lines and geometric figures, which can be used, for example, to create a sketch of the internal structure of a cell or a graph showing the acceleration of an object over time.
The article provides an overview of studies that examine the vital problems of high school students. The results of an experimental study conducted by the authors to identify vital problems of high school students are reflected. The task has been set to provide psychological support to high school students in developing the ability to make vital decisions. The author's definitions of the following concepts are given: vital problems, making vital decisions, vital important decisions. The ability to make decisions is considered as a complex skill, representing a complex of intellectual-volitional actions mastered by the subject, which determine successful resolution emerging problems and the most satisfying result for the subject. The structure of the ability to make vital decisions is presented, including the following private skills: to recognize (identify) a problem situation, categorize a problem situation, formulate a request, put forward alternatives, analyze alternatives and choose the most acceptable one. Indicators of the effectiveness of decisions made are proposed. The possibility of developing these skills in high school students during an elective course has been declared.
Mental elements, such as the components of a mental model of a pulley system, that students can try to reason about the behavior of the system in their minds. Rules for relating elements of one world to the world of another world, or a set of conventions for constructing a particular type of representation, which students must learn if they are to successfully use the relevant representations to solve problems and reason about scientific phenomena.
Processes that act on the representing world. One set of processes uses matching rules to create a view. Other processes then extract information from the representation into the mind about the represented world. And the ability to mentally rotate three-dimensional objects is important for success in technology, and especially in engineering design.
vital problems
vital decisions
making decisions
decision making skills
problematic situation
1. Adler A. The Science of Living // [Electronic resource]. - Access mode: http://www.gumer.info/bibliotek_Buks/Psihol/Adler/_Nauka_index.php (access date 03/30/2012).
2. Global problems: Philosophical encyclopedic dictionary. - M.: Soviet encyclopedia. Ch. editor: L. F. Ilyichev, P. N. Fedoseev, S. M. Kovalev, V. G. Panov. 1983.- 840 p.
Views are an important component engineering design, and the following concepts form the bulk of "design languages". Verbal or textual statements used to formulate design projects, describe objects, describe limitations or constraints, interact between various members of design and production teams, and document completed projects.
Graphical representations used to provide graphical descriptions of design artifacts, such as sketches, renderings, and drawings. Formal grammars, used to provide formal syntax rules for combining more simple shapes into more complex forms.
3. Global problems: Philosophy: encyclopedic Dictionary/ Ed. A. A. Ivina. - M.: Gardariki, 2004. - 1072 p.
4. Zagryadskaya N. N. Psychological support for high school students when they solve existential problems: abstract. dis. Ph.D. psychol. Sciences: 19.00.07. - Rostov n/d, 1999. - 22 p.
5. Zeer E. F. Psychology of professions [Electronic resource]. - Access mode: http://bookw.narod.ru/part4.htm (access date 03/30/2012).
Features used to aggregate and specialize given geometric shapes, which are often identified with specific features. Mathematical or analytical models used to express some aspect of the function or behavior of an artifact, where that behavior in turn often derives from some physical principle; and.
Numbers used to represent discrete-valued information and design parameters in design calculations or in algorithms representing a mathematical model. The ability of mental animation may be more important in disciplines in which movement is a central concern.
6. Cole L., Hall J. Psychology of youth. - St. Petersburg: Peter, 2000. - 547 p.
7. Maslow A. Motivation and personality [Electronic resource]. - Access mode: http://www.psylib.ukrweb.net/books/masla01/txt02.htm (access date 03/30/2012).
8. Meshcheryakova I. A. Studying the life problems of high school students - methodology and research results [Electronic resource]. - Access mode: http://www.fpo.ru/staff/index/1/55.html (access date 03/30/2012).
Disciplines may also vary in the extent to which they use graphical or mathematical representation as a means of conveying critical understanding. When comparing presentations in scientific articles across several scientific directions authors of geophysics and chemistry articles were found to use the most figures, while authors of physics articles were more inclined to use equations and authors of psychology to use tables. Biology increasingly relies on mathematical representations, especially for interpreting large genomic databases.
9. Mukhina V. S. Age-related psychology: phenomenology of development, childhood, adolescence: Textbook for students. universities. - M.: Publishing center "Academy", 1999. - 456 p.
10. Ponaryadova T.V. Life problems and ways to solve them by young men - representatives of different ethnic groups: dis. ...cand. psychol. Sciences: 19.00.13. St. Petersburg, 2001. - 160 p.
11. Practical psychology education / Ed. I. V. Dubrovina. - St. Petersburg: Peter, 2004. - 592 p.
In chemistry, spatial and mathematical concepts are important. Different sciences and engineering disciplines may also vary in the extent to which they call for large- and small-scale spatial capabilities. Small-scale spatial ability refers to the ability to perceive and imagine transformations of objects that can be manipulated. In contrast, large-scale spatial ability refers to success in tasks.
For example, learning the layout of a new environment, retracing a previously traveled route, and pointing out unseen places in a familiar environment. The two types of spatial information can be processed separately by the human visual system. Hegarty et al.'s self-report data from scientists, engineers, and others suggest that large-scale spatial ability may be particularly important in geophysical research, whereas small-scale spatial ability may be especially important in engineering.
12. Regush L. A. Problems mental development and their warnings. - St. Petersburg: Rech, 2006. - 320 p.
Improving the education system is increasingly associated with the targeted development in students of vital skills, competencies, qualities and personality traits that allow them to actively engage in a constantly changing reality, be ready to independently solve emerging problems and develop themselves in the direction that will ensure the greatest success and self-realization. One of these skills is the ability to independently solve vital problems, the formation of which can be ensured within the framework of the activities of the psychological service. educational institution, including in the process of teaching psychological disciplines. In this regard, let us consider what vital problems are, what features they are characterized by and what possible ways their permissions.
It should be noted, however, that instruments for assessing small-scale spatial abilities are much more advanced than instruments for assessing large-scale spatial abilities. A critical theme of this study is the importance of general cognitive and perceptual factors for understanding and justifying concepts in science and technology, as well as features associated with the diagrams themselves. Because the breadth of cognitive science research in this area reflects the interdisciplinary significance of concepts most of This study used materials and tasks from various scientific disciplines.
The phrase " vital problems” is found quite widely in a variety of studies and in a variety of contexts. First of all, it is presented in the context of the concept of “global problems”, which is defined as “a set of vitally important problems affecting humanity as a whole and insoluble within individual states and even geographical regions”; “a set of vitally important problems of humanity, on the solution of which further social progress in modern era".
In physics and chemistry, the research base on spatial capabilities and the use of representations is strong, as there are numerous studies - many at relatively large scales - with high degree convergence of results. As Doctor and Mestre show, research in the field physical education explore the use of external representations to describe information in problem solving, such as images, descriptions of specific physics, concept maps, graphs, and equations.
Some studies examine the representations that students create during problem solving and how they use these representations, while other studies examine the ability for students or experts to translate across multiple representations. Other studies in physics focus on students' difficulties with specific concepts.
In psychology, A. Adler was one of the first to talk about vital human problems. In his book "The Science of Living" he called three vital problems problems that a young person faces during adolescence: the question of life in society, the question of activity and the question of love and marriage. Adler notes that solving one of these problems helps us get closer to solving the others. They represent different aspects the same situation and the same problem - the need for living beings to preserve life and continue to live in the environment that they have. By solving these problems, each person inevitably reveals his deep sense of the essence of life.
Graphs or mathematical formulas. There are over 100 studies of spatial reasoning and representation in chemistry, including books and reviews. These studies examine the difficulties of translation between representations, the role of spatial abilities in visualization and mental model formation, and the effects of animated and static visualizations on conceptual understanding.
Spatial abilities and the use of representations represent emerging areas of research in engineering, biology, and geosciences. In engineering, much of this research has focused on instructional approaches to improve spatial ability; these approaches are typically based on constructivist learning theories. Most research in biology examines the role of different representations in enhancing understanding, promoting conceptual change, and stimulating interest in biology.
A. Maslow in his book “Motivation and Personality,” characterizing the state of science, wrote: “The inevitable desire of science for elegance, completeness and technicality of argumentation often leads to the fact that vital problems, problems of enormous significance remain outside its field of vision, and creativity - unclaimed."
That “vitally important problems arise before a person throughout his life,” writes E. Zeer, referring to them as “the ability to find personal meaning in professional work, independently design, create your professional life, make responsible decisions about choosing a profession, specialty and place of work.”
Many of them are based on constructivist and dual coding theories. The latter theoretical approach was refined in Schoenborn and Anderson's model, which proposed that three factors could influence students' ability to interpret external representations in biology and biochemistry: students' prior knowledge of the concepts underlying the external representation, students' reasoning ability, and mode or character of the diagram. In geoscience research, research in this area has focused on the relationship between spatial ability and success in the geosciences and instructional strategies to improve spatial ability.
In our work, attention is paid to the vital problems of high school students, which, on the one hand, are caused by significant changes in their self-awareness and a new understanding of themselves and other people, and on the other hand, by the upcoming transition to independent life, the nature of which will largely depend on the quality of the decisions they make.
Study populations range from non-majors in introductory courses to graduate students, and some studies include high school students. Research conducted in the context of physics problem solving typically involves qualitative studies of the thinking of individual students in introductory physics courses.
Cases, problem solvers are carefully followed as they do their work, and their written solutions are reviewed to see how they use different representations. Individual studies of the use of graphical representations in science and technology necessarily include specific representations and tasks. This focus raises questions about the generalizability of these studies across their disciplines. Moreover, although research in science and engineering is generally concerned with spatial structures, the disciplines deal with very different scales of time and space, which raises important questions about how spatial concepts vary across science disciplines and whether students have common problems across disciplines.
Various studies present classifications of problems experienced by high school students. In particular, V.S. Mukhina notes that if younger children deal mainly with the present, with what exists “here and now,” then the teenager’s ideas extend to the sphere of the possible future. The teenager gradually begins to take on the positions of an adult. The object of his most important reflections are future opportunities related to him personally: the choice of profession, orientation towards marriage, the desire to be able to interact with social groups, much less specific and defined than family or friends, such as state, country, city, professional and other groups, religious associations and etc.
How students develop, use, and interpret representations. A critical step in helping students navigate broader disciplinary experiences is to understand how they develop, use, and interpret the concepts that are central to the discipline. As this discussion shows, research from physics, chemistry, biology, and the geosciences consistently indicates that students have difficulty interpreting representations and that they struggle to see similarities between different representations describing the same set of relationships.
The life problems of young men of various ethnic groups are studied by T. V. Ponaryadova, according to which life problems are associated with various aspects of a person’s mental organization. On emotional level these are problems that arise when there is negative attitude to significant events. On volitional level These are problems associated with determining ways, means, means, as well as motives for achieving goals. At the cognitive level - problems associated with cognition and comprehension of phenomena. On psychosocial level- problems as a result of a mismatch between the requirements imposed by society and the needs of the individual, when the requirements are due to various reasons are not accepted by the individual.
N. N. Zagryadskaya names the following existential problems of high school students: problems of life and death, freedom and responsibility, choice, loneliness and love, the meaning of life, opportunities for self-improvement, ways of self-realization. She also notes that the readiness to independently solve existential problems (implementation of life choices, awareness of the possibilities of self-realization, acceptance of responsibility, positive attitude towards internal and to the outside world etc.) affects the possibility of preservation mental health and human integrity. At the same time, one of the important formations in the semantic sphere of the individual for the actualization of internal reserves in difficult life situations in the process of self-determination should be the formation of the position of the subject of his own life, when a person acts as an organizer of life and can influence its course. It is noted that the way of resolving the contradictions of life characterizes the psychological and social maturity of a person.
N.N. Tolstykh distinguishes between the problems of students in grades 10 and 11. 10th grade students are characterized by: the problem of socio-psychological adaptation to a new team (how to ensure a high status in the new class?); setting to extend the childhood moratorium (how to spend your free time interestingly/carefree without overburdening yourself with studies). 11th grade students are characterized by following problems: choosing a future profession and building further educational plans (where to go to study?, what to become?); the problem of passing final exams (USE); preparing and passing entrance exams (how to prepare: on your own, in preparatory courses or with a tutor?, how to pass?).
L. Cole and J. Hall identified the following problems that youth must solve: 1) general emotional maturity; 2) awakening of heterosexual interest; 3) general social maturity; 4) emancipation from the parental home; 5) intellectual maturity; 6) choice of profession; 7) skills for managing free time; 8) building a psychology of life based on behavior based on conscience and consciousness of duty; 9) identification of “I” (perception of “I”). Achieving adulthood is the ultimate goal of adolescence.
In the course of a comparative study conducted by I. A. Meshcheryakova, it was found that highest value for eighth graders they have problems related to the future (profession, family, etc.), and for eleventh graders - worries related to relationships with parents, about their abilities and their spiritual self. In second place for eighth graders are problems of building their Self-concept or ego-identity, and for eleventh graders - relationships with teachers. And only third place in both groups belongs to educational problems.
One of the most systematized classifications of problems of adolescence is proposed by L. A. Regush, pointing to the following mental development problems inherent to this age: professional self-determination; management, regulation of emotions and feelings (cannot cope with feelings, passion, expression of emotions); identity and role confusion (gender-role, ethnic, etc.); mastering new social roles; relationships in the family (crisis of authority); loneliness; change of world view; experimentation and risk.
We also conducted an experimental study in which high school students were asked the following questions:
- What life problems are you currently facing?
- Are you satisfied with the decisions made and their results?
A total of 103 people took part in the study - students in grades 10-11 of school No. 30 in Sterlitamak. Of these, 43 were boys and 63 girls. The free-form responses received were subjected to content analysis. As a result, all answers were combined into several groups, for each of which the corresponding percentage was calculated in relation to the total number of respondents. Since the questionnaires, as a rule, had several answers, then total number percent exceeds 100%. The results of the analysis of answers to the question are presented in Table 1.
Table 1
Results of answers to the question: “What life problems are you currently solving?”
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Problems of high school students |
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Where to go to study after graduation? |
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How to successfully pass the Unified State Exam? |
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Which profession should I choose? |
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How to finish school well? |
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How to improve relationships with parents? |
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How to improve relationships with friends? |
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How to improve relationships with the opposite sex? |
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How to make a lot of money? |
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How to avoid being influenced by bad company? |
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What to do in your free time? |
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How to get married successfully? |
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How to give birth to healthy, beautiful children? |
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Will there be children? |
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How to keep your husband from cheating? |
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When to have children? |
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How many children should you have in a family? |
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How to make your family happy? |
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Will there be love? |
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How to find your love? |
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How to overcome laziness? |
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How to achieve your life's goal? |
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The health of high school students themselves and their parents |
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How to meet a girl? |
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How to cheer up? |
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How to go abroad for life? |
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How to achieve success in your chosen activity? |
As follows from the results presented in Table 2, the problem most often mentioned in the responses of high school students is where to go to study after graduating from school (65.5% of boys and 74.6% of girls). A significant part of the answers related to problems successful completion Unified State Exam (34.9% of boys and 48.27% of girls), choice of profession (34.9% of boys and 46.2% of girls), successful completion of school (31.5% of boys and 34.4% of girls). Relationships with parents (3.44% of boys and 17.9% of girls), friends (3.44% of boys and 11.97% of girls), people of the opposite sex (6.89% of boys and 14.92%) are identified as significant problems. % girls). Let us note that girls are more concerned about these problems than boys. It is noteworthy that in the responses of high school students the following problems were also highlighted: how to earn a lot of money (13.79% of boys and 2.98% of girls), how not to fall under the influence of bad company (3.44% of boys and 6.88% of girls), what to do in your free time (13.79% and 2.98% of girls). A number of answers highlight problems that concern only girls (how to get married successfully, will there be children, how to keep your husband from cheating, how to give birth to healthy, beautiful children, how many children should you have in a family, how to make your family happy, will there be love, how to find love) or only young men (how to overcome laziness, how to achieve the goal of your life, how to meet a girl, how to cheer up, how to go abroad for life, how to achieve success in your chosen activity, the health of the young men themselves and their parents ).
The results of the answer to the second question: “Are you satisfied with your previously made decisions and their results?” are presented in Table 2.
table 2
Results of the answer to the question: “Are you satisfied with your previously made decisions and their results?”
As follows from those presented in table. 2 results, only 33.3% of boys and 44% of girls are satisfied with the decisions they made, while a significant part of boys (66.7%) and girls (56%) in to varying degrees are not satisfied with the decisions they have made, which means they need help in solving problems that arise in their lives.
As we see, the vital problems of high school students are characterized by significant diversity. At the same time, in solving their problems, high school students are not always satisfied with their decisions; it is also known that many of them do not have the opportunity and desire to turn to others for help and strive to make vital decisions on their own. At the same time, high school students do not have sufficient life experience In order to make a decision tested in practice, they know a limited set of techniques and methods of decision-making and, as a result, cannot justify their choice, and either become dependent on the opinions of others (most often peers), or make insufficiently thought-out impulsive decisions.
In this regard, it becomes relevant psychological support high school students in developing the ability to make vital decisions. The implementation of this support presupposes an understanding of the essence of phenomena: vital problems, making vital decisions, etc. Let us present them in our understanding.
Vital Issues- the subject’s conscious experience of the need to resolve difficulties and contradictions that arise in real life life situation having for him significant consequences, significantly influencing his future life.
Making vital decisions- the intellectual-volitional process of choosing one or more options for action aimed at resolving a vital problem.
Vital decisions- the result of choosing a specific course of action in a situation of experiencing a vital problem.
Skilldecision making(including vital ones) is a complex skill, which is a complex of intellectual-volitional actions mastered by the subject, which determine the successful resolution of emerging problems and the most satisfying result for the subject.
The structure of decision-making skills includes the following private skills:
- the ability to realize (identify) a problem situation is the subject’s understanding of the contradiction that has arisen and the need to resolve it;
- the ability to categorize a problem situation - the subject’s ability to attribute a problem situation (problem) to a certain class of similar and already known ones;
- the ability to formulate a request - the subject’s ability to pose, based on an analysis of a problem situation, a question that requires resolution;
- the ability to put forward alternatives - the ability to generate various options actions, ways of behavior in the current situation;
- the ability to analyze alternatives and choose the most acceptable one - the ability to compare available alternatives based on certain criteria, predict the consequences of choosing each of them and choose the most optimal one, ensuring a successful resolution of the problem.
Indicators of the effectiveness of decisions made can be the following: compliance decision taken moral values, rules and laws adopted in society; justification (reparability) of costs/losses (intellectual, moral, physical, material, temporary) for the implementation of the decision made; environmental friendliness - compliance of the consequences of a decision with the expected results.
Each of the above skills can be developed during special exercises and tasks, the implementation of which was carried out by us during the elective course for high school students.
Reviewers:
- Madzhuga Anatoly Gennadievich, Doctor of Pedagogical Sciences, Associate Professor, Head of the Department of Psychology, Sterlitamak State Pedagogical Academy named after. Zainab Biisheva, Sterlitamak.
- Verbitsky Andrey Aleksandrovich, Doctor of Pedagogical Sciences, Candidate of Psychological Sciences, Professor, Head of the Department of Social and Educational Psychology at Moscow State Humanitarian University named after M. A. Sholokhov, Moscow.
Bibliographic link
Uvarova S.Ya., Dubovitskaya T.D. VITAL PROBLEMS OF HIGH SCHOOL STUDENTS AND WAYS TO SOLUTION THEM // Contemporary issues science and education. – 2012. – No. 3.;URL: https://science-education.ru/ru/article/view?id=6117 (access date: 10/25/2017). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"