Educational Process' impact to Global Thinking development

This diagram demonstrates impact of significant Educational Process’ components in different types of schools to GT development.

Only students with personal parametres’ potential for GT formation were considered.

This is the way impact of personal (significant for GT development)  parameters was eliminated.

 Results of measurements are presented in % of students in each class

 

631

EFC

177

244

331

dev

+

+

+

-

-

env

+

+

-

-

-

cont

+

-

-

-

-

· dev : 177 - 244 (331)

· env : EFC - 177

· cont : 631 – EFC

 

Presence of components significant for GT development in Educational Process in different schools:

 

Dev – use of educational technologies for creativity development;

Env – student-orientated educational environment (integrated from curricular and extracurricular education);

Cont – global-orientated content of program

 

244   

331  

177  

EFC  

631,11a

631,11b
244

-

0.02

0.29

0.41

0.56

0.54

331   - 0.31 0.43 0.52 0.54
177     - 0.12 0.23 0.25

EFC

 

 

 

-

0.11

0.13

631,11a

 

 

 

 

-

0.02

631,11b

 

 

 

 

 

-

 

This table illustrates differences between educational processes’ impacts to GT development (presented at the diagram above) in different types of schools in % of students in each class. This is the confirmation of pedagogical hypothesis of research that such components of educational process impact to GT development.

 

Numbers in table means: from 100 students with personal potential of GT formation 36-38 could form GT naturally without significant components of educational process, 29-31 could form GT via educational technologies for creativity development, 12 via student-orientated educational environment, 11-13 via global-orientated content of program.

 

The goal of pedagogical part of research was to confirm the fact of the difference. The numbers found above do not claim to be exact in the other possible conditions. To be proved they need confirmation on much bigger number of students which couldn’t be done in the frames of this research work.