Evaluation of the Semantic Dynamics of Educational Space of University in the Process of Nurturing Critical Thinking in Students of Liberal Arts and Sciences Programme | Zendy

Olga I. Polyanina | Zendy; Milena V. Baleva | Zendy; Elena V. Shevkova | Zendy

Open Access

Evaluation of the Semantic Dynamics of Educational Space of University in the Process of Nurturing Critical Thinking in Students of Liberal Arts and Sciences Programme

Author(s) -

Olga I. Polyanina,

Milena V. Baleva,

Elena V. Shevkova

Publication year - 2018

Publication title -

psychological science and education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.215

H-Index - 2

eISSN - 2311-7273

pISSN - 1814-2052

DOI - 10.17759/pse.2018230404

Subject(s) - liberal arts education , mathematics education , dynamics (music) , the arts , psychology , sample (material) , context (archaeology) , space (punctuation) , semantic differential , process (computing) , control (management) , pedagogy , social psychology , higher education , visual arts , computer science , artificial intelligence , art , political science , law , operating system , paleontology , chemistry , chromatography , biology

The study is devoted to the analysis of the connotative dynamics of the concepts describing the educational space of university in students of Liberal Arts and Sciences degree programme who took a course in “Thinking and Writing”. The hypothesis tested was that there would be a dynamic trend towards greater differentiation and individualization of concepts "student", "learning" and "training group" in the experimental group as compared to the control sample. The participants (152 students, including 126 females and 26 males aged from 17 to 23, M = 17.91, SD = 0.79) evaluated these concepts using the Semantic Differential Scale before and after the course. It was found (p <0.10 ÷ 0.05) that in the experimental sample the connotations for "student" showed an increase in imagery and subjective evaluation component, and the concept "learning" was assessed as less hostile and more diverse. In turn, the connotative dynamics of the meanings for "training group" was similar to that of the control group. The obtained results are of primary interest in the context of shaping the students’ learning motivation and can be employed in comparative studies of the effects produced by conceptually different educational programs.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research