Author:
V. A. Shelontsev,
Candidate of Chemistry, Associate Professor,
Dean of the Faculty of Natural Science Education,
Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation
ORCID ID: https://orcid.org/0000-0001-9792-9286
e-mail: 89139617129@list.ru
I. V. Gerasimova,
Candidate of Pedagogical Sciences, Associate Professor,
Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation
ORCID ID: https://orcid.org/0000-0002-7281-0518
e-mail: i_gerassimova@mail.ru
M. V. Pashina, Candidate of Biology Sciences, Associate Professor,
Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation
ORCID ID: https://orcid.org/0000-0002-8578-3766
e-mail: mv_pashina@mail.ru
I. M. Ablova, Candidate of Biology Sciences, Associate Professor,
Omsk State Pedagogical University,
14 Naberezhnaya Tukhachevskogo, Omsk, 644099, Russian Federation
ORCID ID: https://orcid.org/0000-0002-8709-071X
e-mail: ablovairina@mail.ru
Abstract:
Introduction. The paper studies the efficiency of different types of students’ memorization of chem-ical and biological educational material. It is suggested that the efficiency of involuntary memorization is better than the efficiency of voluntary memorization in the implementation of active cognitive activities.
Material and Methods. First- and second-year students of the Faculty of Sciences of OmGPU took part in the research. Stimulus material included cards with objects to memorize: biological concepts, formu-las of chemical compounds, chemical equations, two-digit and three-digit numbers. In eleven experimental series, there were different goals: to remember as many objects as possible (voluntary memorization); to solve the classification problem (involuntary memorization); to remember as many objects as possible car-rying out their classification (combined memorization). In addition, the same training material occupied a different place in the cognitive activities of students: the place of the purpose, the method of activity, or it was not included in the cognitive activities at all.
Results. With the help of the statistical criterion (Fisher’s angular transformation), it is revealed that the efficiency of students’ memorization of chemical and biological educational material does not have sta-tistically significant differences.
Conclusions. The efficiency of memorization depends on the type of memorization and increases in the direction: voluntary – involuntary – combined. It is also defined that the educational material is memo-rized more efficiently when it is included in the structure of cognitive activities.
Keywords:
Chemical and biological educational material, memorization, voluntary memorization, in-voluntary memorization, combined memorization, efficiency of memorization of educational material.
