Modeling the formation of conceptual thinking in students by means of the categorical system of social upbringing

Aim. To develop and describe structural and functional models of the formation of conceptual thinking among university students using the categorical system of social upbringing.

Methodology. Theoretical methods (analysis, synthesis, generalization) and modeling methods (structural and functional) are used as research methods.

Theoretical and/or practical significance. The scientific novelty of the research lies in the fact that for the first time structural and functional models of the formation of conceptual thinking in students using pedagogical categories and concepts have been developed. The theoretical significance is reflected in the generalization of ideas about conceptual thinking in modern psychological and pedagogical science. Practical significance lies in the fact that the developed structural and functional models of formation of conceptual thinking in students by means of categorical system of social upbringing are ready to be implemented in the practice of training students of Psychological and Pedagogical Education.

Research results. The study shows the connections between the categories of social upbringing and conceptual thinking in the system of their functioning. The developed structural and functional models of the formation of conceptual thinking in students using the categorical system of social upbringing are models of the desired state of the object and models of transformation. The identified and described techniques for working with categories and concepts enrich pedagogical practice, and their use allows for a more targeted formation of conceptual thinking among students. As a result of the study, it was possible to present and describe the structural and functional models of the formation of conceptual thinking among university students using the categorical system of social upbringing.

Conclusions. The problem of developing conceptual thinking as a professional one remains extremely relevant. In psychological and pedagogical science there is an idea of the formation of conceptual thinking as a long, complex and multidimensional process. Structural and functional models act as working tools that demonstrate the internal structure of the construction of the process of forming conceptual thinking in students on the basis and with the help of the formation of a mental image and the functional purpose of the object of study. In relation to the functional model, techniques for working with categories and concepts complement the cognitive-developmental stage, and in the structural model – a methodological component.

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