The Integrative Result of Education in the Context of Discipline-Based Differentiation of Its Content
The article actualizes the problem, which is important within the framework of the competency-based approach, of the integrative result of education in the context of the traditional disciplinary division of the content of vocational training. Theoretical and experimental studies in which the problem of integration is considered in the development of personal and interpersonal competencies simultaneously with the formation of disciplinary knowledge in the fields of physics, chemistry, and mathematics are analyzed. The aim of the study is to identify and use integration objects in the educational process. Learning outcomes are essential to any curriculum in education; they need to be clear, observable and measurable. The use of integration objects will allow forming and evaluating the integrative result of education in the process of mastering the disciplines of the science module. The study is carried out using systemic, epistemological, synergistic, and informational approaches. Materials of the research were scientific articles on the research problem, documents on the ideology of the CDIO Worldwide Initiative. A hypothesis has been put forward and theoretically grounded on the possibility of the student's intellectual development to solve problems and create products based on integrative knowledge and methods of activity. Student learning outcomes have long been established as an important component in developing discipline-based content, communicating expectations to students, and designing effective assessments. The following integration objects are highlighted: the content of the educational process; semantic universals (system, state, process, interaction, result, development, etc.), systems of scientific concepts, laws, theories, ideas in their dialectical unity. A method and means of evaluating the integrative learning outcomes based on the students' solution of a project task is proposed. The assumption about the impact of integrated learning on the motivational component of learning is tested. The study shows the relevance of the problem of integrative education (multidisciplinary, interdisciplinary, and transdisciplinary) and opens up a significant area of educational practice that allows removing the contradiction between the disciplinary dissection and the integrative nature of a person. The obtained results also revealed increased motivation among students to embrace new grading approaches.