HYPOTHESIS AND ITS ROLE IN THE FORMATION OF STUDENTS’ THINKING
Hypothesis is one of the most important forms of science development. At the present time the role of the hypothesis increases with the increase of theoretical knowledge and the initiation of young generation to scientific cognition methods at the University. Unfortunately, we can rarely come across the correct use of hypotheses in the educational process; its great importance in the development of students’ cognitive abilities and formation of their thinking is not always taken into account. The reason is that teachers often focus on educational issues, but overlooked the fact that problem solving proceeds by putting forward evidence and hypotheses. The article describes the logical nature of the hypothesis; determines the ways of its application in cognitive activity of students. It is emphasized, that on the one hand, the hypothesis is referred to logical forms of thinking, on the other hand – to the process of nomination, development and proof of new propositions and inferences itself. Meanwhile, the hypotheses can be performed on the basis of observations and experiments; by deductive reasoning deducing new knowledge from already known theories, and by deductive transfer of already known laws to new phenomena. Available ways of hypothesis applying to the students’ cognitive activity based on the years of experience are proposed in the article.
Keywords: hypothesis, methods of cognitive activity, ways of hypothesise development, thinking, induction, deduction, analogy, intuition
References:
1. Merkulov I. P. Metod gipotez v istorii nauchnogo poznaniya [Method of hypotheses in the history of scientifi c knowledge]. Moscow, Nauka Publ., 1984. 185 p. (in Russian).
2. Mikheev G. I. Rol’ gipotezy v nauchnom poznanii. Avtoref. dis. kand. philos. nauk [The role of hypothesis in scientifi c knowledge. Abstract of thesis cand. of philosoph. sci.]. Moscow, 1958. 16 p. (in Russian).
3. Ruzavin G. I. Metodologiya nauchnogo issledovaniya [The methodology of scientifi c research]. Moscow, UNITY-DATA Publ., 1999. 317 p. (in Russian).
4. Brushlinskiy A. V. Myshleniye i prognozirovaniye: logico-psikhologicheskiy analiz [Thinking and Forecasting: logical and psychological analysis]. Moscow, Mysl’Publ., 1979. 230 p. (in Russian).
5. Vil’keev D. V. Metody nauchnogo poznaniya v shkol’nom obuchenii [Methods of scientifi c cognition in school education]. Kazan, Tatarskoye knizhnoye izdatel’stvo Publ., 1975. 160 p. (in Russian).
6. Golin G. N. Voprosy metodologii fi ziki v kurse sredney shkoly [Methodological issues in the course of secondary school physics]. Moscow, Prosvyashcheniye Publ., 1987. 127 p. (in Russian).
7. Kulyutkin Y. N. Psikhologiya obucheniya vzroslykh [Psychology of adult teaching]. Moscow, Prosvyashcheniye Publ., 1985. 128 p. (in Russian).
8. Makhmutov M. I. Teoriya i praktika problemnogo obucheniya [Theory and practice of problem-based learning]. Kazan, Tatknigoizdat Publ., 1972. 522 p. (in Russian).
9. Shaporinskyy S. A. Obucheniye i nauchnoye poznaniye [Education and scientifi c cognition]. Moscow, Pedagogika Publ., 1981. 207 p. (in Russian).
10. Yakovleva E. V. Sistema formirovaniya logicheskoy kul’tury studentov vysshikh uchebnykh zavedeniy. Dis. dokt. ped. nauk [System of higher educational institutions students’ professional culture formation. Abstract of thesis doct. of ped. sci.]. Kazan, 2009. 556 p. (in Russian).
11. Ogorodnikov V. P. Logika. Zakony i printzypy pravil’nogo myshleniya [Logics. The laws and principles of correct thinking]. St. Petersburg, Piter Publ., 2004. 176 p. (in Russian).
12. Kurbatov V. I. Logika [Logics]. Rostov-on-Don, Feniks Publ., 2005. 283 p. (in Russian).
13. Ivanov E. A. Logika [Logics]. Moscow, Volters Kluver Publ., 2007. 416 p. (in Russian).
14. Demidov I. V. Logika [Logics]. Moscow Izdatel’sko-torgovaya korporatsiya “Dashkov and Ko.” Publ., 2004. 348 p. (in Russian).
( 450.32 kB ) 
( 443.13 kB )
Issue: 9, 2016
Series of issue: Issue 9
Rubric: HIGHER EDUCATION
Pages: 120 — 127
Downloads: 849