Ekaterina A. Krohina

In a rapidly changing world characterized by dynamically developing technologies and increasing information overload, the task of preparing schoolchildren capable of independent, critical and creative thinking comes to the fore. Traditional approaches to learning, focused on the reproductive assimilation of knowledge, are insufficient for the formation of competences necessary for successful adaptation and implementation in the future. In this regard, there is a pressing need to develop the personal potential of each student, to form a stable motivation for learning. The experience of cognition, including the skills of observation, analysis, synthesis, hypotheses, experimentation and interpretation of results, allows students not only to assimilate knowledge, but also to actively participate in the process of its construction. It is the experience of cognition that provides the opportunity for critical assessment of information, an independent search for solutions and adaptation to changing conditions. Within the framework of our research approaches, the process of cognition is considered as a reflection of reality in thinking, creative activity aimed at creating knowledge about the world. The key element in the formation of cognitive experience is the use of tasks of the third type – the tasks that the student is not yet able to solve independently, but which stimulate his cognitive activity. The proposed technology is based on the systematic use of scientific cognition methods (empirical, theoretical and universal) in solving problems of the third type. The research methodology includes analysis and synthesis of literary sources, modeling and design of the structure of teaching technology. As a result of the theoretical study, the works of domestic and foreign researchers in the field of formation of cognitive experience in schoolchildren were analyzed. The authors propose the theoretical development of the technology of teaching preservice teachers aimed at fostering the experience of cognition in schoolchildren through the use of tasks of the third type and methods of scientific cognition. The article is of theoretical interest to methodologists and teachers dealing with the issues of cognitive experience development. The obtained results can become the basis for updating specific subject methods and working out practical materials for developing students’ experience of cognition.

Social problems, rapid development of science and changing needs of society bring significant changes in the educational sphere of the modern world. New requirements for teachers include the development of students' skills in searching and analyzing information. Future professionals should be capable of non-standard approaches, logical conclusions, search for solutions and critical understanding of information supported by evidence-based arguments. The actual solution to these problems is the introduction of interdisciplinary content of education, presented abroad in the form of interdisciplinary cross-curricular topics in the curriculum, research and projects, STEM-programs and others. Ideas and ways of cognition extracted from different disciplines and subjects are combined in the interdisciplinary content of education to create a more complete explanation of phenomena. The use of interdisciplinary content in general education is widely supported abroad because of its potential to develop critical thinking in students. This approach allows students to compare data, ideas, concepts, and notions from different areas of knowledge. The comparison of data, ideas, concepts, and ideas from different areas of knowledge becomes possible through the use of this approach. Therefore, the purpose of this article is related to structuring the model of interdisciplinary learning task and highlighting the differences and peculiarities in the application of educational and interdisciplinary learning tasks in the educational process. Analysis and synthesis, including the study of literature on the topic of research, modeling and designing the structure of the model of interdisciplinary learning task were used as methods of research. As a result of theoretical research, the works of domestic and foreign researchers in the field of development of interdisciplinary paradigm of education were analyzed. The article may be of theoretical interest for teachers of general educational organizations and other researchers of this issue.

This article discusses the effectiveness of using the project method in environmental education of senior preschool age children. The purpose of this work is to identify the effectiveness of the development of ideas about the world of trees in senior preschoolers in the process of project activity. The leading methods for studying the problem are theoretical analysis of psychological and pedagogical literature and a pedagogical experiment. The authors present the ideas of senior preschoolers about the world of trees and characterize the project activity as a way of developing ideas about the world of trees among senior preschoolers. They also present the projects "Golden Autumn" and "Trees around the Kindergarten", and evaluate their effectiveness.