Development of the Model of Diagnostics of Design-Technological Thinking in Secondary School Students in the Subject of Labor (Technology) in the Module “Robotics and Automated Systems”

• Published in: Otkrytoe Obrazovanie Vol. 29; no. 1; pp. 15 - 23
• Main Author: Mashukov, Yakov M.
• Format: Journal Article
• Language: English
• Published: Plekhanov Russian University of Economics 01.03.2025
• Subjects: design-technological thinking; mental approach; model of diagnostics of design-technological thinking; structural-mental scheme of activity
• ISSN: 1818-4243; 2079-5939
• DOI: 10.21686/1818-4243-2025-1-15-23

The purpose of the study. Currently, there is a significant amount of research papers devoted to design and technological styles of thinking. However, the issue of diagnosing the design and technological thinking of trainees is poorly sanctified. In this regard, the aim of the paper is to develop a structural model for diagnosing the development of design and technological thinking of a student in the educational process of the subject area “Robotics and automated systems” from the standpoint of a mental approach. Materials and methods. A mental approach is used to informatively describe the mechanism of formation and development of design and technological thinking. A model of the mental image of physical objects is used, in which the procedural and algorithmic component is encapsulated. Structural and mental schemes of mental and physical activity are also considered, on the basis of which classes of skills, knowledge and abilities are determined. The structure of design and technological thinking is modeled by applying structural and systemic strategies, mental schemes of knowledge and activity. Results. The concept of the design and technological type of thinking of a student has been clarified. In the structure of this type of thinking, the following components are defined: subject knowledge, project activity, design and algorithmic thinking. The level of formation of design-technological thinking of a student is determined by the presence and quality of mental schemes of knowledge and mental schemes of activity in the subject area. The criteria and indicators for evaluating the components of the design-technological type of thinking of a student in the subject area “Robotics and automated systems” are proposed. Conclusion. Based on the provisions of the mental approach, a diagnostic model of design and technological thinking of students in the subject area “Robotics and automated systems” is proposed. Diagnostic tools in the form of tasks and projects have been developed and tested. The model can be useful for testing new educational technologies, creating teaching and learning materials reflecting the realities of the modern high-tech and rapidly developing world. The proposed model can be used to improve the educational process in practice-oriented subject areas.