Pedagogical Conditions for the Formation of Students’ Cognitive Interests in the Study of Biology Using Tutoring Technologies

Aim. To describe pedagogical conditions for the formation of students’ cognitive interest in the study of biology during basic general education using tutor support technologies.

Methodology. Analysis, synthesis, abstraction, generalization and comparison were used as theoretical methods in the research. Ideas and provisions of systematic, axiological and personality-oriented methodological approaches as a methodological basis for tutor support were considered. National and foreign sources on the formation of cognitive interests of students, tutor support, methodology and methods of teaching biology were analysed, and advanced pedagogical experience was summarised.

Results. The pedagogical conditions for the formation of cognitive interests of students in the study of biology such as the creation of an open educational space, the use of interactive learning methods that contribute to the formation of cognitive interests of students, and the organization of parent – student – teacher – tutor relationships are identified and described.

Research implications. The scientific novelty of the study lies in the fact that it provides pedagogical conditions developed and substantiated for the formation of students’ cognitive interest in study of biology, which include the creation of an open educational space necessary to enhance students’ independence, self-determination, as well as to build his personal educational trajectory, the use of interactive teaching methods in biology lessons that contribute to the formation of cognitive interests in schoolchildren, focused on age-appropriate cognitive and social motives, the organization of a parent – schoolchild – teacher – tutor relationship, additionally reinforcing the emerging cognitive motives of schoolchildren. The theoretical significance of the study lies in the fact that it offers a characteristic of an open educational space in the context of biology classes, provides various methods of interactive learning aimed at activating the cognitive activity of schoolchildren, as well as forms of interaction between the teacher, the schoolchild and his parents, positively influencing the cognitive activity of a child. The research materials are of practical importance for teachers of educational institutions and can be used by them in planning tutoring activities with students.

Conclusions. In the course of the work, methodological approaches to tutor support for students are described, criteria and diagnostic tools for assessing the formation of cognitive interests of students are developed, pedagogical conditions that contribute to the formation of cognitive interests of students in the study of biology in the context of tutor support are identified and theoretically justified, the stages of implementation of the identified pedagogical conditions in the educational process are determined.

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