Keyword: «technical creativity»

The paper compares the educational robotics constructors, hardware and software. The author describes Scratchduino constructor opportunities for robotics and programming classes at elementary, middle and high school. The paper shows the results of experiment to hold studies on robotics in physical-mathematical school at the Smolensk State University.

The article discusses the features of design activities that contribute to the development of technical creativity, modeling skills, planning their activities, finding solutions to specific problems and the implementation of their creative ideas.

In this article the relevance of continuity between preschool and school is indicated, attention is drawn to one of the possible forms of organizing a "seamless" transition – competitive systems. The features of the educational environment of preschool organizations and schools that contribute to the identification and development of the potential of students inclined to technical creativity are described. The authors of the article present practical experience in organizing educational events on technical design and robotics.

The relevance of the studied problem is determined by new requirements for future specialists and the need to develop the required competences at the stage of general education already. A lot of research works devoted to the topic of technical creativity of students testify to the high potential of their inclusion in modern educational activity. Acquiring relevant knowledge, abilities and skills that characterize technical creativity contributes to the development of both the learner as a part of the future team of engineers and the society as a whole. The organization of additional education institutions' activities in the field of technical creativity implies the study of the dynamics of students' potential abilities development, which will determine their success in future profession. The aim of the article is to present experimental data of students' technical creativity diagnostics in the system of additional education by the example of a private educational institution. In the course of the experimental part of the research, the testing method was used to determine the initial level of students’ technical creativity skills formation. Repeated diagnostics was carried out to find out their dynamics and evaluate the effectiveness of the educational program. As a result of the data analysis, the diagnostic model of technical creativity skills was formed and the conclusion about the effectiveness of the implemented educational program aimed at the development of students' technical creativity was made. There are the key categories of the assessment-diagnostic component among the formulations presented in the article, which can be applied in other research works. The result of the research work presented in the article can serve to expand the pedagogical and research potential of the additional education system, as well as its enrichment in the empirical aspect of the chosen topic, and the subsequent adaptation of the diagnostic model to other educational systems and conditions of students’ technical creativity development.