Abstract
<p>Proces nauczania zależy od wielu czynników, z których dwa istotnie wpływają na proces przyswojenia wiedzy, mianowicie osobowość nauczyciela oraz indywidualne percypowanie nowego materiału przez ucznia. Jednym z naczelnych zadań nauczania i wychowania jest rozwój myślenia jednostki. W dydaktyce nauk przyrodniczych określono różne drogi rozwoju myślenia logicznego, brakuje natomiast opisów sposobów rozwoju myślenia prawopółkulnego i realizacji nauczania opartego na obrazach. Nauczanie dzieci twórczości umożliwia wykorzystanie stosownych technologii pedagogicznych. Metoda KARUS ma na celu transformacje strukturalne i funkcjonalne oraz zastosowanie w twórczości głównych strategii (takich jak czynności kombinatoryczne, poszukiwanie analogów, rekonstrukcja, strategie uniwersalne, wypadkowe wymiany) i taktyki (jak np. interpolacja, dublowanie, rozmnażanie, konwergencja, deformacja/transformacja). Charakterystyką psychologiczną systemu KARUS jest kształcenie z wykorzystaniem warunków utrudniających. Kształtowanie twórczych strategii staje się ważnym wskaźnikiem wychowania umysłowego jednostki.</p>
Highlights
The teaching process is known to depend on numerous factors
Formation of creative design thinking, creative strategies and tactics through CARUS creativity training is based on the laws of creative activity of professional workers, takes into account the specifics of creative activity, includes the basic techniques of existing methods of stimulating creative activity and can be used at every stage of the creative process as an effective means of stimulating creative thinking
Creativity trainings in physics teaching are structural elements of both the traditional lesson and other forms of learning process organization and are aimed at providing a creative learning environment that has an impact on students’ thinking and readiness for creative activity: (...) creativity training in the process of teaching physics is a system of didactic group lessons, which are structural components of educational process in physics and are conducted with the purpose of developing the creative potential and creativity of students, forming their motivation and life experience, creative approaches to solving problems, ensuring balance between the cognitive and affective development of the student’s personality. (Shvay 2011a, p. 199)
Summary
The teaching process is known to depend on numerous factors. Two factors appear to have a significant impact on the acquisition of knowledge, namely the personality of the teacher and the individual perception of the new material by the student. The instrumental component includes techniques, methods and strategies for solving creative problems, thinking (divergent, logical analytical and synthetic), memory, performance, problem perception, individual components of the motivational and emotional – volitional spheres of personality (openness to research, endurance, readiness to take a risk, non-conformism, perseverance, will).
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