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Methods for assessing the maturity of conceptual structures of chemistry and indicators of special chemical abilities

To assess the maturity of the conceptual structures of chemistry and indicators of special chemical abilities, we have developed methods, the theoretical and empirical justification of which is presented in more detail in (Volkova, 2002, 2005, 2008):

1. The methodology “Chemical differentiations” (differentiation - distinguishing between close signals and choosing the only suitable response to the signal) is intended to assess the maturity of the concept of “substance”. The test subject receives successively several decks of cards with images of chemical formulas, which he arranges as quickly as possible into groups according to certain signs specified in the preliminary verbal instruction.

1. Simple differentiation - the global level of the hierarchy of the concept of "substance" (generic characteristics) - the classification of images of simple and complex substances.

2. Complex differentiation - the basic level of the concept of “substance” (species characteristics) is the classification of images of substances by belonging to a particular class of compounds (oxides, acids, salts, bases).

3. The most difficult differentiation (“chemical solitaire”) - a detailed level - a more complex classification of classes of compounds. The formulas of the substances were selected so that the subjects could not use the rules known to them.

2. The GreatChemist test is built on the same methodological foundations as the previous methodology, but covers a wide range of basic conceptual relationships that form the basis of modern chemistry. This test allows you to evaluate the adequacy, maturity, form of orderliness and speed (by the number of samples required to correctly complete the task) of the formation of the conceptual structures of chemistry. The test includes 13 subtests, in each subtest two samples of 42 stimuli (tasks for classification, establishing identity-differences, identifying cause-effect relationships, probabilistic assessment, etc.).

The test subject is invited to quickly and accurately divide the stimuli appearing on the screen in random order into groups (2, 3, 4, 14). The number of errors, the time of differentiation is taken into account. The test results are presented in two scales: the scale of "knowledge" (1-5 points; 5 points - 95% of the correct answers); “ability” scale - an assessment of the ability of subjects to distinguish significant invariants of chemical reality in a variety of conflicting stimulus material with the same level of knowledge.
The test is standardized on a sample of more than 1000 people, has a quality certificate.

3. Chemical dictation? The ability to preserve in the long-term memory the semiotic system of a chemical language is evaluated.

4. Chemical memory. To analyze the dependence of the amount of short-term memory on the characteristics of semantic material during auditory memorization, 4 groups of words were prepared: A - ordinary words (pencil, pear ..); B - regularity of arrangement of elements in groups, C - periodic regularity of arrangement of elements, D - elements of different groups and periods.

5. Chemical coding - a modified version of the subtest "coding" of the intelligence test of D. Wexler: sheet A - an arbitrary order of elements; sheets B, C - group sequence of elements; sheet D is a periodic sequence of elements.

6. Methods of direct scaling of the components of general and special abilities "MIKOSS". The subjects were asked to evaluate the current and desired level of development of general abilities (memory, intuition, thinking, language abilities, skillful hands, mathematical abilities, abilities to solve problems in physics) and special chemical abilities (chemical orientation of the mind, chemical memory, chemical intuition, chemical language, chemical thinking, experimental abilities, ability to carry out chemical calculations, general chemical abilities).

In addition, the methods of other authors were used:

7. Methodology for assessing interest in chemistry: the level of interest in chemistry was determined by the rank of interest in the subject compared to 24 areas of activity presented in the method of “Map of Interests” A.E. Golomstoka and according to the MIKOSS technique. The indicators of the level of interest by two methods correlate with each other (r = 0.407 ***, 278 people).

8. Test R.A. Lidina and L.L. Andreeva (1994) "Basic concepts of chemistry" consists of 70 theoretical and computational tasks with a choice of answer.

9. As an indicator of the success of mastering chemistry, the average score for the disciplines of the chemical cycle was calculated.
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Methods for assessing the maturity of conceptual structures of chemistry and indicators of special chemical abilities

  1. Relationships between the maturity indicators of the conceptual structures of chemistry and indicators of chemical abilities
    To substantiate the position on mental structures as carriers of the subject’s properties, it is necessary to assess the influence of factors (in our case, the maturity indices of conceptual structures) on a number of dependent variables (indices of chemists' special abilities). Experimental sample - 372 second-year students of the Faculty of Chemistry who studied with the same teachers. One subgroup
  2. DYNAMICS OF THE FORMATION OF THE CONCEPTUAL STRUCTURES OF CHEMISTRY AND CHEMICAL ABILITIES AT DIFFERENT PERIODS OF THE ADOLESCENT
    DYNAMICS OF THE FORMATION OF CONCEPTUAL STRUCTURES OF CHEMISTRY AND CHEMICAL ABILITIES IN DIFFERENT PERIODS OF THE ADOLESCENT
  3. Investigation of the relationship between indicators of general and special chemical abilities in adolescents and students
    The study included 2 stages: at the first stage, the process of forming conceptual chemistry structures in adolescents aged 14–15 years was studied, and at the second stage, features of the conceptual chemistry structures among second-year students (19 years old) in the Faculty of Chemistry were studied. 1. A correlation analysis of the relationships between intelligence indicators and the time of differentiation of chemical concepts shows that in the process of formation
  4. Volkova E. V.. The development of mental structures as the basis of special abilities, 2011
    ABSTRACT of the dissertation for the degree of Doctor of Psychological Sciences 19.00.13 - developmental psychology, acmeology (psychological sciences) The work was done in the laboratory of psychology of abilities and mental resources named after V.N. Druzhinin Institutions of the Russian Academy of Sciences Institute of Psychology
  5. Training employees of special units to independently assess their ability to serve
    Before starting to master the techniques of psychological techniques, each employee should have the necessary information about their characteristics, which are manifested in professional activities. Knowledge of such features allows you to determine the range of issues requiring resolution when organizing work aimed at increasing the level of psychological readiness of employees to serve in
  6. Informational content of methods for assessing indicators of the physical development of children and adolescents at the population level
    In the last decade of the XX and at the beginning of the XXI century, a number of works were published on the physical development of children and adolescents and its relationship with environmental factors and living conditions (Bogomolova E.S., 1994, Mikhailova S.A., 1995, Sukhanova N. N., 1996, Svinarev M.Yu., 2002, Ivannikov A.I., Sitnikova V.P. et al., 2007, Belyakova N.A., 2006 and others). Using different assessment techniques
  7. Informative methods of assessing indicators of physical development of children and adolescents at the individual level
    (Kuchma V.R., Skoblina N.A., Pinelis V.G., Karganov M.Yu.) Literature data indicate the relationship of physical development and the health status of children and adolescents: moreover, different authors question "what is primary?" It is decided differently. V.N. Kardashenko, E.P. Stromskaya et al. (1982, 1985) note that the relationship between the characteristics of physical development and the state of health remains insufficient
  8. The chemical composition of water. Water pollution: physical, chemical, bacteriological. Self-cleaning ability of water sources
    The chemical composition of water. In nature, water almost always contains more or less mineral salts dissolved in it. The degree and mineral composition of water is determined by the nature of the soil or soils adjacent to aquifers or surface water sources. The amount of mineral salts contained in the water is expressed in mg / L. Organic matter Of these, the most important
  9. INFORMATIVITY OF METHODS OF EVALUATING INDICATORS OF PHYSICAL DEVELOPMENT WHEN CONDUCTING SOCIO-HYGIENIC MONITORING OF CHILDREN AND ADOLESCENT POPULATION
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  10. The conceptual scheme of the methodology of systemic reconstruction of the structures of the mental experience of the subject
    The methodology of system research presented in this chapter was the result of a theoretical generalization of many years of empirical research (the logic of the development of empirical research is presented in chapters 3, 4, 5, 6) of the special abilities of chemists and can be used to study the nature of other special abilities. The need for a systems approach for
  11. CHEMICAL ABILITIES AS A MENTAL REALITY AND THEIR DEVELOPMENT
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    The discovery of the source of special abilities involves the establishment of the stage of historical development when individual mental characteristics that ensure the success of an activity in some individuals began to differ from the individual mental characteristics of other individuals less successful in these types of activities. Firmly established facts on which we can rely,
  13. THEORETICAL AND METHODOLOGICAL BASES OF DIFFERENTIAL-INTEGRATION CONCEPT OF SPECIAL ABILITIES
    Based on the provisions of the differential-integration and ontological approaches, the differential-integration concept of special abilities has been developed. The key categories of this concept are the categories of "ability", "differential-integration principle of development", "structure of the mental experience of the subject", "maturity of mental structures." Analysis of these categories requires reference to
  14. CULTUROGENESIS OF SPECIAL ABILITIES
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  15. RATIO OF GENERAL AND SPECIAL ABILITIES
    RATIO OF GENERAL AND SPECIAL
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  17. “Conceptual foundations and results of assessing the psychological readiness of athletes of the highest qualification of martial arts”
    The third chapter of the dissertation presents the materials of theoretical analysis and the results of empirical studies devoted to the substantiation of the conceptual foundations and methods of expert assessment of the levels of expression and components of the long-term psychological readiness of athletes of high qualification in martial arts for competitive activity in extreme situations. Based on analysis
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