Keyword: «methodological experiment»

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.