Implementation of the Technology of Forming the Gifted Pupils' Key Competencies

Larysa Karpova
2018 Professional Education: Methodology, Theory and Technologies  
The article theoretically substantiates the technology of forming the gifted pupils' key competences at the specially created educational and developing environment. The author focuses attention on the fact that the result of this technology implementation is the formed key competences of gifted pupils, which include: communication in the state language; main competencies in the field of natural sciences and technologies; informational and digital competence; lifelong learning skill;
more » ... g skill; communication in foreign languages; mathematical competence; initiative and enterprise; cultural awareness and self- expression; environmental awareness and healthy lifestyles; social and civic competencies. The article substantiates all structural components, specifies the criteria, and determines the indicators to the chosen criteria and the levels of formedness of the gifted pupils' key competences. The results of the questionnaires, tests and surveys gave grounds to state mainly the average and low levels of of formedness of the gifted pupils' key competences. On the basis of the obtained results, it was designed the technology in a specially created educational and developing environment, and the stages of its implementation were substantiated as those: organizational-diagnostic, procedural-accompanying and reflective-corrective. Some changes took place both in the experimental group EG, where the designed technology was implemented, and in the control group CG, where the educational process was traditional. According to the motivational- value component ‒ at the beginning of the experiment, most of the gifted pupils of the EG and CG had an almost equally low level of value attitude to the formation of key competencies, in particular: the high level was diagnosed at 1.62% (EG) and 1.87% (CG); the average level is 35.92% (EG) and 39.18% (CG); the low level of 62.46% (EG) and 58.95% (CG). The repeated diagnostics showed positive changes in the EG and CG groups, however, the changes were more noticeable in the EG and manifested in the rapid growth of the number of gifted pupils with the high level ‒ 75.08% and the average ‒ 24.92%, as well as an absence of the low level pupils. In the CG, despite the fact that the proportion of gifted pupils with the high level was increased from 1.87% to 5.96% and the average level from 39.18% to 66.04%, the presence of gifted pupils with the low level was still recorded 28%. According to the cognitive-operational component, the percentage of EG gifted pupils who showed the high level of knowledge increased significantly from 0.65% to 78%, while in the CG ‒ from 1.12% to 24.85%, and the number of gifted pupils who was reduced to the low level from 57.28% to 2.91% (EG) and from 61.94% to only 21.05%. According to the evaluation-reflection component, the dynamics of formedness was manifested in the ability to carry out reflexion. Thus, in the EG, the low level decreased from 91.9% to 1.9%, while in the CG it decreased from 89.9% to 41.83%, the high level in the EG increased by 31.1%, which is very noticeable in comparison with СG, where positive changes have only occurred at 11.87%. The experimental implementation of the developed technology indicates the positive results of the gifted pupils' key competencies formation in a specially created educational and developing environment.
doi:10.31470/2415-3729-2018-8-60-79 fatcat:nkikd72danexfbqx65c2up6jfi