Abstract
The article examines the diagnostic tools for evaluating the formation of an environment-oriented component of competencies in students within the system of higher education. The authors present the set of diagnostic tools following their long-term work on identifying the experience of emotional and values-based attitude to nature as the most difficult element of the environment-oriented component of competencies to assess. The article substantiates the selection of diagnostic tools taking into account available environmental knowledge, skills, abilities and behavioural stereotypes of students. It focuses on determining the level of adapted social experience combining the experience of environment-oriented cognitive activity, environment-oriented work methods, environment-oriented creative activity, emotional and values-based attitude. The use of diagnostic tools is illustrated by experimental work within the educational process at A.V. Khrulev Penza Branch of the Military Academy of Logistics and Penza State University.
Highlights
The requirements for identifying the structural and content aspects and diagnosing the environment-oriented component of competencies provide for the scientific understanding of its formation as a newly formed integrated personality structure [11; 12]
The article examines the diagnostic tools for evaluating the formation of an environment-oriented component of competencies in students within the system of higher education
The authors present the set of diagnostic tools following their long-term work on identifying the experience of emotional and values-based attitude to nature as the most difficult element of the environment-oriented component of competencies to assess
Summary
The requirements for identifying the structural and content aspects and diagnosing the environment-oriented component of competencies provide for the scientific understanding of its formation as a newly formed integrated personality structure [11; 12]. The authors have significant experience in similar activities, which was initiated by O.N. Ponomariova in the late 1990s following the diagnosis of secondary school children [1; 16]. The focus of research is the diagnosis of forming the environment-oriented component of competencies, including: x evaluating results of cognitive activity and experience assimilation to employ the known work methods, which is fixed in the form of learning outcomes, i.e. skills and abilities to act according to the model (academic performance of students); x measuring learning outcomes by means of monitoring social, moral, and emotional qualities of a person (e.g. decision-making and problem-solving skills); x examining psychological qualities and newly formed personality (development of values, attitudes, and behaviours)
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