“Open Quest Study” Technology: Content and Interpretation

Abstract

The relevance of the investigated problem is caused by the need to improve the effectiveness of training students in higher education institutions through the development of educational technologies based on active learning methods. The purpose of the article is to reveal the mechanisms and content of the technology «Open quest study», which is directed to active assimilation of various competences by students through stimulation of their creative and cognitive abilities. The paper describes the technology of training, which is based on the idea of transition of student’s cognitive activity, from reproductive to productive processes through the activation of their creative abilities. Theoretical base of the proposed technology consists of a synthesis of three ideas: the zones of proximal development, the student as a subject of educational activity, and constructivism in education. The given description of the technology, reveals the possibility of student’s training through the stimulation of their cognitive and creative activity, describes the main stages and procedural elements of the use of the presented technology, shows the results of its testing, and describes the evaluation of its effectiveness. The practical significance of the work is determined by the developed and ready to use educational technology «Open quest study», including innovative means of teaching students in higher educational institutions.

Keywords: Technology, education, quest, students, training, creativity, cognition, subject, constructivism, active learning methods

1. Introduction

The effectiveness of training is largely determined by the quality of the technologies used by

teachers and lecturers in educational institutions. Constant changes in the public consciousness and in

the living space, require continuous changes in the educational system, which plays a leading role in

socialization and personality development. Therefore, developments in the creation, use, and

improvement of educational technologies - is a process of constant searches and innovations, which has

been, is and will be relevant, in society where there is an institute of training and education.

The paper proposes a description of the educational technology «Open quest study». The first

theoretical basis of this technology includes the provisions of L.S. Vygotsky about zones of proximal

development (Vygotsky, 2010). According to these provisions, the efficiency of development and

learning can be enhanced through the organizing of conditions in which students become the subject of

knowledge and are able to fully realize their potentials. Therefore, the educational environment of the

high school is the zone of development, where the student as the subject of learning activities has the

full opportunity to show his abilities and initiative.

The second theoretical basis of «Open quest study» technology includes the provisions that students

in educational institutions should be primarily considered as subjects of educational activity - an

approach that is quite common in the Russian psychological and pedagogical studies (Brushlinskii,

2003; Davydov, 1996 ; Ivoshina, & Shvareva, 2010; Kudryavtsev, & Urazlieva, 2002; Zimnyaya, 2004;

Zuckerman, 1996, et al.). The main idea of this approach reflects the understanding of the student as an

initiative and an active participant in the cognitive process. So he acts not as an object, but as a partner

of lecture in the educational process. Such an understanding of the degree of participation of students in

the educational process, is largely correlated with the Western tradition of interpretation of the

educational process within the constructivism approach (Brooks, JG, & Brooks, MG, 1993; Dragonas

et al, 2015;. Gergen, 2015; Kiraly , DA, 2000; Morrison, & Chorba, 2015; Tchoshanov, 2000, et al).

Thus, constructivism approach to education became the third basis of of the proposed technology

«Open quest study». The key idea of constructivism in education, according to M. Tchoshanov is that

knowledge can not be transferred to the student as a finished product. On the contrary, only the student

can design and improve (increase) their knowledge through specific educational (pedagogical)

conditions. Thus, every person throughout life constructs his own understanding of the world,

including the framework of educational space (Tchoshanov, 2000)

Also, under the proposed technology, we are close to the positions, formulated by the editors of the

monograph about the problem of constructivism in education (Dragonas et al., 2015). Authors say that

the content of the knowledge obtained by students in educational systems, can not be universal. As an

example, a study of M. Gergen, who proposed the method of teaching classical university courses for

students as an interpretation of psychological knowledge through a diversity of psychological theories

without focusing on any one as absolutely true, was taken. (Gergen, 2015). Accordingly, the basis for

future educational practices should be technologies, directed on developing the readiness of students

for constant life innovations, in other words, readiness for the creation of knowledge. Here, one of the

variants is the method, presented by A. Morrison and K. Chorba, where the senior students transfer

knowledge to students of junior courses (Morrison, & Chorba, 2015).

In this way, taking as a base modern educational paradigms and understanding a student as a subject

of development and self-development (Popov, 2005), we can say that one of the main tasks of

education in institutions of higher education should be to stimulate self-processes of students.

Therefore, a central element of developmental education is the activation of student’s self-activity as a

subject.

2.Problem Statement

Educational theory and practice of high school have acquired a considerable arsenal of educational

technologies, methods and techniques. Moreover, shifting the focus to the student as the subject of

educational activity, determined vigorous development of teaching methods connected with the active

share of all participants in the educational process (teacher and learner; lecturer and student). Business

and role-playing games, case studies, problem situations, creative exercises, group discussions - this

and much more activities are related to active teaching methods, which have been recognized and are

widely used in the practice of modern education. The problem is that due to individual psychological

characteristics of students (motivation, will, character, settings and others.) the implementation of these

methods is more effective for some and less effective for others. The solution is seen in the synthesis of

the key positions of the various active learning methods in technology which allows for the

consideration of individual learning styles of students. Technology «Open quest study», proposed in

this paper is one of the solutions to the problems indicated. This technology includes the organization

of educational process, aimed at the stimulation and development of cognitive independence, cognitive

abilities, and creativity of students.

3.Research Questions

Fostering the creative - cognitive beginning of students as the subjects of training activities, and the

organization of self-construction conditions of educational space, proposed under the technology

«Open quest study», makes it possible to improve the effectiveness of training in higher educational

institutions.

4.Purpose of the Study

The purpose of this study is to reveal the mechanisms and contents of the technology «Open quest

study», which is aimed at the active assimilation of the necessary competences by students of higher

educational institutions.

5.Research Methods

The study was conducted in Kazan (Volga region) Federal University, Russia Federation. During

creation of this technology, the logic and theoretical analysis were used. As a result the analysis of

existing active learning techniques, problematic points in the educational process, and psychological

characteristics of students in higher education institutions (needs, motivational, cognitive, creative and

emotional components) allowed to create the technology. The leading method of research was

experiment. The approbation of the technology was carried out on a sample of undergraduate students

during Psychology of Creativity classes. The sample size consisted of 30 participants. Evaluation of the

effectiveness of the technology was carried out by methods of observation, interviewing, group

discussions, and testing. The participant observation was carried out throughout the period of using the

technology and at the end of the pilot action. Interviewing of the participants was carried out at the end

of each session (class) and at the end of the pilot action. Testing was conducted at the end of the pilot

action, and was used to assess students' degree of assimilation of necessary competencies.

6.Findings

7.Conclusions

This study allows us to formulate the following conclusions:

The “Open quest study” technology was created. This technology is based on the idea of transition

of student’s cognitive activity from reproductive to productive processes, through the mechanism of

activation of their creative abilities.

The theoretical basis of the proposed technology involves the synthesis of three ideas: the zone of

proximal development, the student in educational process as the subject of educational activity, and

constructivism in education. The technology combines both key positions of active learning theory and

positions on individual-oriented approach.

The approbation of «Open quest study» for students in higher educational institutions has proven its

effectiveness on the example of the course on the subject "Psychology of Creativity" among

psychology students. The technology is open for content changes and can be used for assimilation of

competences from various disciplines at different learning profiles.

Research materials may be useful for graduate students and lecturers at higher educational

institutions interested in the use of innovative educational technologies to improve the efficiency of

student learning.

References

• Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms.

• Alexandria, VA: Association of Supervision and Curriculum Development.

• Brushlinskii, A. V. (2003). The psychology of the subject. Saint-Petersburg: Aletheia.

• Davydov, V.V. (1996). The theory of developmental education. Moscow: Intor.

• Dragonas, T., Gergen K. J., McNamee Sh., & E. Tseliou (2015). Education as Social Construction: Contributions

• to Theory, Research and Practice. Taos Institute Worldshare Books Publications, 12-19.

• Gergen, M. (2015). Losing the “Lie”: Teaching “Intro” from a Social Constructionist Position. In T. Dragonas, K.

• J. Gergen, Sh. McNamee, & E. Tseliou (Eds.), Education as Social Construction: Contributions to Theory, Research and Practice, 108-120.

• Ivoshina, T.G., Shvareva, L.V. (2010). Pedagogical conditions as a source of student’s self-change. Proceedings of the highereducational institutions. Volga region. Humanities, 4, 153-160.

• Kiraly, D. A. (2000). Social Constructivist Approach to Translator Education: Empowerment from Theory Practice. Manchester/Northampton: St. Jerome.

• KKudryavtsev V.T., Urazalieva G.K. (2002). The subject of activity in ontogenesis. Questions of Psychology, 2, 14-30.

• Morrison, A. & Chorba, K. (2015). Relational Learning in Education. In T. Dragonas, K. J. Gergen, Sh. McNamee, & E. Tseliou (Eds.), Education as Social Construction: Contributions to Theory, Research and Practice, 121-139.

• Popov, L.M. (2005). The concept of the human as a subject of development and self-development. Scientific notes of the Kazan University: Series: Humanities, 147 (2), 123-138.

• Tchoshanov, M. (2000). The process of continuous construction and reorganization. Director of school, 4, 56-62. Vygotsky, L.S. (2010). Pedagogical psychology. Moscow: Astrel.

• Zimnyaya, I.A. (2000). Pedagogical psychology. Moscow: Logos.

• Zuckerman, GA (1996). From the ability to co-operate to the ability to teach themselves. Psychological Science and Education, 2, 27-42.