- Демченко, О.П. (orcid.org/0000-0001-5975-4470) (2025) Experimental testing of the effectiveness of the method of implementing the educational model “Рhilosophical dialogue” in general secondary and out-of-school education institutions Освіта та розвиток обдарованої особистості, 3 (98). pp. 54-62. ISSN 3083-6425
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Abstract
The article presents the results and conclusions of the experiment on the implementation of promising models of specialized scientifi c education in general secondary and out of-school education institutions within the framework of the experiment on the topic “Methodological foundations for the implementation of educational models of specialized scientifi c education in general secondary and out-of-school education institutions”, which was carried out in the Department of Designing the Development of Giftedness of the Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine (2023–2025). The focus of our research was the methodology of implementing the educational model of scientifi c education for children and youth “Philosophical Dialogue,” one of the authors and popularizers of which is G. Helskog. The verifi cation of its eff ectiveness took place during the experiment, which was organized in 4 stages: preparatory, ascertaining, formative, and control. All stages of the methodology were implemented on time and in full.An important direction of work was the development of diagnostic methods for conducting the introductory and fi nal survey. The participants of the online course, who took an active part in all forms of its work (lectures, practicals, independent work), signifi cantly increased their awareness of the philosophical dialogue and formed the necessary skills. The main form of the methodology was defi ned as an online course for the training of experimental teachers of GSEI and OSEI “Educational Model «Philosophical Dialogue as a Tool for the Development of Students’ Critical Thinking»”. For its implemen tation, a curriculum was developed, electronic educational and methodological content was prepared, which included lecture presentations, instructions for practical tasks for participants, a list of recommended literature, etc. Based on modern conditions, the online course was organized in a convenient format, which provided for holding classes and their recording for subsequent viewing. An important feature of the methodology was that the participants of the course also directly conducted philosophical exercises in lessons, extracurricular and out of-school activities in order to develop critical thinking of primary school students. They thoroughly developed a methodological map for conducting a philosophical exercise, analyzed the eff ectiveness of its implementation, made conclusions, and gave expert evaluation. A positive result of the implementation of the experimental methodology was the development and approval of 2 club programs for primary school students with their further promising implementation in extracurricular and out-of school activities.
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