The development of divergent thinking in younger adolescents by the means of TRIZ-Pedagogy

Abstract

The relevance of the study is due to the need to develop divergent thinking of younger adolescents, since this type of thinking helps to form competencies which are based in the federal state educational standards. However, the modern educational process, to a greater extent, is aimed at developing the traditional convergent thinking of schoolchildren, which, in turn, impedes the development of students' ability to see how to put the knowledge into practice, to solve life and professional problems. The purpose of this article was the theoretical justification and identification of the effectiveness of the program for the development of divergent thinking of younger adolescents by means of the theory of inventive problem solving (TRIZ). The leading research method was a pedagogical experiment (stating, formative, control stages), in which students of 6-7 classes in the amount of 133 people took part. To confirm the reliability of the data, methods of mathematical statistics were used (T-Wilcoxon test). The research results are presented in the form of a developed program using TRIZ-pedagogy tools. Based on the results of the work done in the experimental group, significant changes occurred in the total indicator of divergent thinking (indicators of fluency, flexibility, originality, sophistication)-it is in the significance zone of 0.05 and suggests that there is a positive shift in the development of divergent thinking among the respondents of the experimental group. Significance of the study: The work proved the effectiveness of using TRIZ-pedagogy for the development of divergent thinking in younger adolescents.