- Тименко, Володимир Петрович (orcid.org/0000-0002-5039-2511) (2025) Modernization of the Information and Educational Environment for the Scientific Thinking of Students of the Junior Academy of Sciences Education and Development of Gifted Personality, 1 (96). pp. 5-9. ISSN 2309-3935
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Abstract
This article explores the critical issue of modernizing the information and educational environment of the Junior Academy of Sciences (JAS) of Ukraine to foster the development of scientific thinking among gifted students in line with contemporary educational trends. The authors emphasize the vital importance of integrating project-based creative activities and design thinking into the JAS educational process to cultivate innovation competencies in young people. A thorough analysis is conducted, examining the alignment of the JAS’s scientific departments with the updated List of Fields of Knowledge approved by the Cabinet of Ministers of Ukraine on August 30, 2024, No. 1021, and the International Standard Classification of Education ISCED-F-2023. The findings reveal that while the existing JAS sections cover a broad spectrum of scientific disciplines, they require modernization through the implementation of project-based creative design activities. This approach will nurture students’ design giftedness, enhancing their capacity for innovation and creative problem-solving. The article provides a rationale for the necessity of developing innovation competence within the framework of the requirements outlined in the State Standard for Upper Secondary Education. This standard highlights the ability to act creatively and solve problems as key competencies. The authors underscore that innovative project-based creative activity is of paramount importance across various educational fields, including mathematics, technology, and information technology. To address this need, the article proposes pathways for modernizing the JAS’s information and educational space. This includes the establishment of a dedicated “Project Technologies” scientific department, which would consolidate diverse areas of design activity, such as ergonomic design, ethno-design, and web design. This integrated approach would ensure the comprehensive development of students’ project-based creative competencies. Furthermore, the article focuses on the pedagogical design of the interdisciplinary STEАMTeach (STEAM learning) model, which is recognized as an effective tool for nurturing scientific thinking in gifted students. The authors suggest the introduction of relevant design specializations within the JAS’s scientific departments and sections. Alternatively, they propose the development of “Design and Technology” and “Art and Design” courses as elective options for students. The article includes comprehensive tables that provide a comparative analysis of the existing JAS scientific departments and the proposed modernization directions. Additionally, it offers a detailed description of the structure and content of the “Project Technologies” department’s curriculum.
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