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2017 | 2(66) | 80-92

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Experimental verification of the effectiveness of contextual learning technology in the educational process of the higher education institution.

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The goal of the submitted article is to highlight the mechanisms of experimental verification of the efficiency of technologies of contextual learning in the educational process of the higher education institution. The study involves the use of the system of theoretical (problem-targeted, interdisciplinary analysis of scientific literature, systematization of theoretical provisions, generalization of the leading ideas of the research) and empirical (pedagogical experiment, observation, surveys, expert assessment and self-assessment, testing) research methods. A general logic of the experimental work aimed at proving the potential of technology of contextual learning as for formation of reflexive constructs of a future pedagogue has been revealed. Reflexive constructs of a future pedagogue are represented by independent reflexive construct which is reflexive competence, and reflexive deterministic constructs, which are motivational, sense bearing, subjective spheres of a future pedagogue. The criteria of formation of the mentioned constructs are motivational and value-based, cognitive, operational and activity-related; general motivational, sense bearing, subjective criteria. According to these criteria the indicators are: motives of reflection, mindset to reflexive activity, value-based attitude to pedagogic reflection; system of reflexive knowledge and reflexive skills; cognitive motives, professional motives; sense bearing mindset, sense bearing disposition, personal values; subjective professional position, pedagogical activity, subjective experience, ability to reflection, anticipation. In accordance with the outlined criteria and indicators diagnostic tools for determination of the level of formation of reflective competence, motivational, sense bearing, subjective areas of a future pedagogue are presented. Diagnostic tool set is based on the synthetic use of certain aspects, individual scales, indicators of such well-known techniques as colour relations test (by M. Luscher), test of purport orientations (TPO) (by D. Leontiev), questionnaire of terminal values of I. Senin, self-actualization test etc. In addition to the standardized diagnostic methods, diagnostic tools included such diagnostic tasks as writing of a pedagogical composition-reflection:”What attracts me in my future profession?”, analysis of pedagogical situations (case-method), the author’s profile “Reflexive knowledge of a future pedagogue.” Among the prospects of further scientific studies defined is the presentation of diagnostic results of the level of formation of reflexively determined constructs of a personality of a future pedagogue.



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