Смыслосозидающие образовательные технологии изучения знаний как моделей мира

Abstract

The article substantiates the relevance and significant developmental potential of meaning-making technolo-gies in the study of scientific knowledge as models. The problem is labeled as the need to include students in the learning process as co-creators of their own thoughts and meanings in the studied scientific knowledge, presented in the content of education as a model of the world phenomena. To solve the problem, the study developed technologies for using different ways of presenting knowledge in lectures, identifying and disclosing contradictions in scientific knowledge, solving real-life situations, posing unexpected questions to the essence of the studied scientific knowledge. The results of the study, evaluated according to the criteria of adequacy to the development of thinking processes, showed that students in the conditions of meaning-making technolo-gies become co-participants in the cognitive process of creating scientific knowledge, deeply comprehend the essence of the studied knowledge, learn to think independently, create their own ideas, find individual mean-ings in scientific knowledge and objectively assess the impact of the process of learning cognition on their de-velopment.