Cognitive strategies for decision-making by school children and their interconnection with the success of learning

Abstract

The article presents the results of studying cognitive strategies of decision-making by school children. It is shown that teaching school children to choose the most effective cognitive strategy of decision-making can stimulate higher success of learning and direct every pupil onto his own educative route. Theoretical model including the following components: cognitive strategies of decision-making, cognitive styles of personality, learning activity structure — were developed. The definition of the concept "success of learning” was given. The interconnection between cognitive strategies of decision-making and success of learning was revealed. It is stated that it is determined by the age peculiarities: independence in accepting and retention of the task, activity in goal-setting and its implementation, specificity of controlling the process and the result of implementation, the way one of the alternatives is being chosen in decisionmaking situation. The results of the experimental work aimed at forming cognitive strategies of decision-making showed that there are significant differences in such strategies of decision-making as: planning the solution of the problem, taking responsibility, escape—avoidance. Positive changes in the success of learning, improvement of its quality are the consequence of using personal portfolio which has five sections aimed at developing a successful personality.