Abstract
In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.
Highlights
Educational institutions always set the task of finding and introducing into the learning environment the most effective methods of teaching children for their comprehensive development, more efficient acquisition of knowledge and skills necessary for various spheres of life.In this study, we consider the cognitive characteristics of children when implementing a gender-based approach to teaching, which implies separate teaching for boys and girls, while children study in the same school, that is, meet and communicate at breaks and extracurricular activities.The gender aspects of childhood are of interest to specialists in various fields – psychologists, neuropsychologists, educators and doctors
We consider the cognitive characteristics of children when implementing a gender-based approach to teaching, which implies separate teaching for boys and girls, while children study in the same school, that is, meet and communicate at breaks and extracurricular activities
By the beginning of schooling, girls and boys are characterized by several semi-determined features of various origins, which must be considered in the educational process
Summary
Educational institutions always set the task of finding and introducing into the learning environment the most effective methods of teaching children for their comprehensive development, more efficient acquisition of knowledge and skills necessary for various spheres of life.In this study, we consider the cognitive characteristics of children when implementing a gender-based approach to teaching, which implies separate teaching for boys and girls (classes are formed based on gender), while children study in the same school, that is, meet and communicate at breaks and extracurricular activities.The gender aspects of childhood are of interest to specialists in various fields – psychologists, neuropsychologists, educators and doctors. We consider the cognitive characteristics of children when implementing a gender-based approach to teaching, which implies separate teaching for boys and girls (classes are formed based on gender), while children study in the same school, that is, meet and communicate at breaks and extracurricular activities. That is why in the learning process, it is especially important to consider all these aspects. D. Yeremeyeva [4] and others indicate the importance of selecting content, forms and teaching methods in accordance with the age and gender characteristics of students. By the beginning of schooling, girls and boys are characterized by several semi-determined features of various origins, which must be considered in the educational process
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