ECOLOGY-RELATED DIDACTIC MEANS TO DEVELOP CRITICAL THINKING 

Ponomariova Olga Nikolaevna, Doctor of pedagogical sciences, professor, sub-department of humanities and socioeconomic subjects, Penza Artillery Engineering Institute (Penza-5, garrison town, Russia); corresponding member of the Russian Ecological Academy (REA); corresponding member of the International Education Sciences Academy (IESA); honorary worker of Higher Professional Education, olga-viktoria2010@yandex.ru
Vasinа Olga Nikolaevna, Candidate of pedagogical sciences, associate professor, sub-department of general biology and biochemistry, Penza State University (40 Krasnaya street, Penza, Russia), onvasina@yandex.ru
Smyshlyaev Mikhail Vladimirovich, Student, Penza Artillery Engineering Institute (Penza-5, garrison town, Russia), olga-viktoria2010@yandex.ru

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10.21685/2072-3024-2017-3-18

Background. At the present time, the world higher school is actively searching for the most efficient educational techniques to be implemented in the educational As long as modern didactics as a science about education is significantly enriched nowadays with didactic interactive educational means introduced in the integral pedagogical process, the higher education will be in demand for ecology-related materials intended for preparation and delivering of interactive training. The goal of the study is to characterize the practice of using ecology-related didactic means when arranging and conducting interactive training at universities to develop critical
thinking.
Materials and methods. To represent didactic means and materials for critical thinking development the authors have introduced personally developed interactive ecology-related tasks and techniques of implementation thereof.
Results. The article analyzes and systematizes methods and techniques of critical thinking development (stimulation, improvement) in students: “Cluster”, “Basket of notions, ideas”, “SWOT-analysis”, “TACK-analysis” and other methods and techniques of ecology-focused content, as well as describes the didactic characteristic thereof.
Conclusions. The article defines the practice of using didactic interactive ecology- related means and materials, displays techniques of stimulation (development, improvement) of critical thinking, gives examples of the author’s interactive tasks that can be conditionally considered in the scope of “thinking” and “interaction”. Integral, system and systematic implementation of such didactic means at universities stimulates the intellectual activity and promotes enhancement of student’s thinking culture. The tasks can fit the pedagogical process at vocational educational institutions.

didactic means, higher education, ecological education, competence, pedagogical technologies, interactive educational methods and techniques, casemethod, critical thinking development technology, personality’s ecological culture

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