N. A. Rasshchepkina
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The paper presents a educational experiment aimed at developing problem sensitivity as a resource of self-determination potential of engineering students in the course of physical chemistry. The subject-oriented approach, theories of comprehension levels, conscious psychic self-regulation, developmental teaching, stage-by-stage formation of mental activity and concepts, and metacognitivism make up the theoretical and methodological basis of the experiment. Analysis of the experimental data shows the development of the students’ problem sensitivity due to the activities aimed at mastering and application of problem solving strategies. Methods of problem collective teaching, metacognitive support and prompts, cognitive (compression, modeling) and metacognitive (planning, information control, monitoring and correction of errors, assessment) strategies, as well as various forms of teacher-student cooperation in class were used to form these strategies.
Key words: innovation potential, problem sensitivity, task, cognitive strategy,
metacognitive strategy.
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