MODEL STRUCTURE OF A FUNCTIONAL SYSTEM-BASED APPROACH AS A TOOL FOR THE CLASSIFICATION OF PUPILS' KNOWLEDGE AND THE DEVELOPMENT OF SYSTEM-BASED AND CREATIVE COGITATION

Elena Gredinarova,

Associate Professor, Cand. Sc. (psychology),

Associate Professor of Applied Psychology, Zaporizhia National University

Director of EidoS School (Zaporizhia)

Keywords: system, system-based approach, cognation mechanisms, model structure of a functional system-based, teaching methods, psychological tools for mental activity.

The day-to-day realities of the modern world and the development of an information-based economy have placed new demands on society, and similarly, on the education system.

Scholars both in Ukraine and abroad have long studied the question: what form should education take to meet the requirements of the modern world? Why is there a current global crisis in education, and what should be the main function of schools of the new millennium?

In the twentieth century, humanity was faced with the fact that any technological knowledge gained would be obsolete in a short time: technological and scientific paradigms have shifted in the space of one generation to the next.

In the developed world today, only about 10% of the population are employed in mass manufacturing. Nevertheless, there is a continuously growing need for people who are able to make decisions independently, while being enterprising and resourceful. This is reflected in schools, which are faced with the new challenge of teaching pupils how to live in a dynamic, rapidly changing world. According to Anatoly Gin, this gives rise to the main contradiction of education: it is necessary to teach children how to live in the world, without the teachers necessarily knowing how themselves. Humanity is beginning to get used to the fact that under such new conditions (new paradigms, knowledge, and innovative technologies), old experience does not help, and if anything, is counterproductive. The technological knowledge gained today will be obsolete tomorrow. (7)

Education built around ideas of mastering specific facts has outlived its usefulness, mainly because such facts quickly become irrelevant, and the number of them stretches to infinity. Therefore, education based on factual knowledge is an inefficient and futile exercise. Pedagogy needs to become less factual and more methodological.

This means that pupils need to be equipped with the necessary research methodology (knowledge) of the world. From a pre-school age, modern education should focus on teaching children to work effectively with diverse forms of information, and in large volumes too.

In this regard, it will be both useful and necessary to teach children to examine any things, objects and phenomena as natural or artificial systems. A functional system-based approach (hereinafter FSA) is an effective tool for educators and psychologists to help pupils build system-based cogitation, developed on the basis of the theory of inventive problem solving  (hereinafter referred to its Russian acronym, ‘TRIZ’). It allows the studied object to be examined within the system, for its intended purpose to be fully understood, and for its relationship with other objects to be grasped, thereby developing all structural components of a child's cogitation.

A functional system-based approach is a method of learning and a way to describe artificial and natural things, objects and phenomena in the world.

By using functional system-based analysis, we arrive at a systematic genetic approach to education. It differs from all cogitation development technologies by answering the question, 'How to develop thinking?' That is to say, it provides the means (tool) for developing cogitation. Paradoxical though it may be, Piotr Galperin did not know of TRIZ, yet his works contain ideas very much concordant with TRIZ pedagogy [5].

1. It is necessary to improve the means by which pupils engage in mental activity.

2. The performance of mental work should be determined by the implementation of means of mental activity.

Galperin believed that "The introduction of psychological means in mental activity is necessary. Their introduction will transfer responsibility for mastering the educational material from the child to the improvement of teaching and educational methodologies".

As it turned out, developed TRIZ methodological approaches not only work in the field of technology. They are employed (although not always strictly 'according to the rules') by authors and script writers to generate ideas for subjects, by artists and directors to find expressive means to implement a conception, by managers in industry to select the best decisions, by rescue workers to find out the best way out of emergencies, and so on.

Today, methods of developing creative abilities and a 'resourceful' style of cogitation formulated through TRIZ is taught in many schools. The age at which the benefits of this are evident are continually being revised: very positive results of adopting TRIZ are being reported by nursery school teachers.

According to the definition of academician Sergei Maximenko [11], Director of the G.S. Kostiuk Institute of Psychology at the National Academy of Pedagogical Science of Ukraine, The functional system-based approach in education engages at the 'genetic entity', and 'cellular' levels, from which to build a significant foundation for the operational aspect of teaching activities, and which enables the development of all structural components of cogitation:

1. Mechanisms of cogitation – mental operations (comparison, analysis, synthesis, classification, abstraction, generalisation, arrangement).

2. Forms of cogitation – judgement, inference, concepts.

3. Types of cogitation – visual-image, image-schematic, verbal-logical, productive, theoretical, practical.

4. Features of cogitation – independence, criticism, flexibility, depth, self-consistency, speed.

A functional system-based approach generates a systematic form of cogitation, as pupils consider an object or a problematic situation from several different angles, and discover material and hidden relationships of their elements and properties, as well as their state in the past and the future, that is to say, they 'see' them within the system.

In this way, the functional system-based approach is a genetic entity developing systematic cogitation, like a starting base, containing within itself all the components of a developed whole, i.e. all components for cogitation [12].

New technological education which trains children for tomorrow's world should not be based on tasks where the solution is already known, but rather on finding solutions to real-life problems that have practical value. Such problems should be complex in character, and should include questions encompassing as far as possible all subjects in the school curriculum. Even the teacher may not necessarily know the answer to them, meaning that the teacher and pupil work together in a collaborative process.

Valery Bukhvalov called this model of learning 'co-creation' (3). One of the ways to implement models of co-creation is in research tasks which are practical, theoretical, and prognostic in nature. Organising such co-creation at schools will assist the functional system-based approach as a benchmark methodology when mastering research activities.

In order to carry out a functional system-based analysis, we have developed a model structure for the functional system-based approach (see figure 1), which can be used in activities, lessons and lectures at any level of education (from pre-school to graduate school).

The author's model structure of the functional systems-based approach is a tool to assist in the systematic analysis of objects, subjects, and phenomena. It can be effectively employed when working with concepts and terms. The model structure of the FSA assists in structuring pupils' existing and newly-acquired knowledge.

A graphical representation of the model structure of the functional system-based approach is presented using eidetic techniques – the employment of pictograms reflecting the five modalities of perception (visual, auditory, olfactory, gustatory, tactile) can be easily understood and remembered by pupils of all ages.

Using the model structure of the functional system-based approach not only helps shape the quality of a creative personality directly in the learning process, but also significantly reduce the time required to master the core academic subjects, freeing him or her for more creative work with information.

The model structure of the functional system-based approach is a graphical representation of the key system components and their relationship to engage in complex study of an object, phenomenon or educational subjects.

The model structure of the functional system-based approach allows for the following:

1. The description of subjects and objects.
2. The definition of concepts.
3. To identify significant connections and relationships between the object's elements and identify hidden connections.
4. To compare an object with others, and create analogies and metaphors.
5. To improve objects and subjects.
6. To conduct a genetic analysis (examination of an object or subject in development).
7. To create a large number of associations in different categories.
8. To compose puzzles.
9. To create stories and essays.
10. To put together a structural response to a lesson or exam.
11. To create an algorithm to present information.
12. To create algorithms to solve non-standard problems.

Work flow of model structure:

1. Which system does the studied object, subject, or phenomenon fit into? What is it a part of?
2. What is the main function of this object? What purpose does it serve?
3. What elements is the object made up of? What has gone into it?
4. What is hidden (latent) function of the object? What else can be done with it?
5. What are the object's properties? Colour, shape, size? What is its sound, taste, touch, smell? What material is it made of? What is its state of matter (solid, liquid, gas)? Other properties may be singled out (depending on the purpose of studying the object).
6. A comparison with other objects. What do they look like? How are they different to each other? Finding analogies and creating metaphors.
7. Where is the object located? What is its place? A genetic analysis of the object: the story of its origin and development,
8. Different points of view on the object. What is it for people who interact with it (depending on age, social status, nationality, profession, etc.)?
9. What is your emotional relationship to the object? Do you like it, or not? How would the object need to be changed for you to like it? Movement: what is the object sensible to?

On the basis of a separate supersystem, the main function, subsystem and properties, a meaning of the concept may be defined by a series of figures indicated in the plan.

1) The supersystem.

2) The main function.

3) The subsystem.

4) Properties and characteristics.

The approximate formula to attain a definition is as follows:

The system is … (1-supersystem), which is designed to ... (2-main function), consisting of ... (3-subsystem), which possesses ... (4-characteristics and properties).

The definition should reflect the fundamental elements and characteristics that distinguish this system from other systems belonging to one supersystem. In formulating the definition, it is important to specify only those parameters that the system possesses, without mentioning anything irrelevant.

Let us for example look at the algorithmic definition of 'an aeroplane'. An aeroplane is a form of air transportation intended for people and cargo over long distances and at great speed. It has a frame, engine, control instruments, and wings. Different aeroplanes have different levels of capaciousness, and are made of metal.

It is advisable for the model structure of the functional system-based approach to be employed at different stages of learning and mastering material. At the same time, this form of study may conductive in both a deductive and inductive way. For example, while studying a new topic, the teacher may supply material, completing the model structure with new information, thus showing the structure and fundamental characteristics of the system being studied. In this case, the teacher, by asking leading questions, brings into focus the knowledge pupils already possess, and directs them to their experience.

Later on, pupils can analyse specific objects according to a term or concept in the plan drawn up, and are related to that concept. For example, at a biology lesson, pupils having a concept of 'mammals' for the plan can analyse a particular animal belonging to this category (dog, bat, whale, monkey, human, etc.). Similarly with the term 'sonnet' in a literature lesson, pupils may analyse specific literary works of Shakespeare, Petrarch, Sologub, or Brodsky.

The author's model structure may be employed as a supporting outline for a specific topic, which pupils use to prepare for upcoming lessons or do their homework.

The model structure can also be employed at the stage where knowledge is generalised and categorised, once the pupils have already studied the topic. With the algorithm of the model structure, the pupils, either independently or under the guidance of a teacher create a plan for them to study the system. In this way, they structure their knowledge on the topic. On the basis of the composed plan, the teacher can judge the pupils' level of mastery of the material.

In addition, the model structure of the functional system-based approach helps teachers to organise educational activities, such as correctly planning and organising the teaching and development process, as well as creating their own teaching methods and techniques.

The following is an example from the experience of Svetlana Gorbach, primary school teacher, graduate teacher, and teacher-practitioner at EidoS School.

On the basis of the model structure of the functional system-based approach, we may, together with the pupils, distinguish the following types of riddle:

• Riddles related to the main function (the purpose for which the object was created)
• Riddles related to genetic analysis (evolution of the object)
• Riddles on characteristics
• Riddles related to 'its correct place'
• Riddles related to its constituent parts (subsystems)
• Riddles related to metaphor

Algorithm of the composition of the riddle

1. Take any object or thing.
2. If the object is man-made, define the function it was created for.
3. If it is created naturally, define how a person uses it.
4. Find another object that can perform the same function.
5. Notice the peculiarities of this 'substitute' object when fulfilling this function.
6. Put it into a riddle according to the plan:

... (what doesn't it do?), But (and) ... (what function does it perform?)

Example:

It does not roar, it does not bore, but it stops you opening the door (a lock).

It does not weep, it does not cheep, but in the morning it won't let you sleep (an alarm clock).

Examples of riddles written by 3rd and 4th year primary school pupils according to the algorithm

On the main function

It washes, it wrings, it dries.

It cleans things before my mum's eyes. (washing machine)

Not a blanket or a jumper, but warms you up in the winter.

In the summer it slept – under the window it was kept. (heating coil).

On genetic analysis

The image in the cave

Remained undiscovered

Until I came along,

And saw the wall was covered. (Picture)

Once made of clay,

And then of porcelain,

Now made of glass,

Crystal and brass.

They look better with flowers,

Make us smile for hours. (Vase)

Granddad had one black and white,

Dad in colour, but not me,

Mine is better, it's LCD. (Television)

Looking down at the main town square,

People would always look back up and stare.

They thought it was simply a miracle,

But now I've got one on my wrist, and it's digital. (Timepiece)

On characteristics

It is striped, but not a tiger,

It is green, but not a bush,

It is sweet, but not a beet

It has sugar, but is not candy. (Watermelon)

On its place

All birds have them, so I've read.

And sometimes they go in your bed.

They're always there though in your pillow, If you want to write, they're a nice little gizmo,

Dipping in ink, sat under the window. (Pen)

Sweets, chewing gum, a bracelet, a phone,

A ticket, some nuts, a card, a stone,

Keys, chocolate, a small toy rocket,

All these can be found in a... (pocket).

On parts (subsystem)

With some keys, but not a piano.

With a reflection, but not a mirror.

With a voice, but not a person.

With a mind, but not a man,

With a screen, but not a television,

With a mouse, but not an owl. (Computer)

On metaphor

On the string, fingers hold onto the coverlet. (Mittens)

Furry hot water bottle

Sits on your lap.

Travels across the field,

Collecting trinkets. (Cat)

Often social phenomena and historical events are ambiguous in nature (and even contradictory), and can be interpreted differently by different researchers, supporters of various political views, members from different generations and socio-cultural class. The author's FSA model structure helps structure information about various systems, highlighting its fundamental characteristics and properties, as well as display a variety of scientific and social views of the system being studied.

As an example, let us look at a plan for the concept of 'totalitarianism', drawn up by Tatyana Petrikovskaya, teacher of history at EidoS school.

Linguistic and literary concepts are studied in school in cycles: each year pupils supplement and deepen their knowledge about them. For effective mastery of philological concepts, it is desirable to present them as systems.

The following is an example of a model structure for the concepts of 'fable', 'poem', and 'folklore', drawn up by teachers of Russian and Ukrainian language and literature at EidoS School.

The author's model structure of the functional system-based approach has been developed to employ this methodology in the educational process and to improve the effectiveness of teaching. The model structure is not only a didactic tool, but also a basis by which to develop a systematic world view, creative thinking and intellect.

Use of the FSA model structure by both teachers and psychologists will help to solve educational, developmental and instructional tasks, namely the following:

1. Scrutinising objects from different points of view, revealing contradictions: expanding horizons, teaching tolerance.
2. Developing a conceptual (purposeful) part of the emotional sphere: an understanding of emotions and their enrichment.
3. Enriching pupils' vocabulary.
4. Developing conceptual memory.
5. Building skills to analyse the development of an object and to modify its functions and properties at different levels (macro and micro).
6. Developing pupils' creative imaginations.
7. Developing the perception of objects of the surrounding world through all five senses: visual, auditory, gustatory, olfactory, and tactile.
8. Developing system-based cogitation.
9. Developing divergent thinking.

10.  Developing an appropriate level of self-esteem and confidence in pupils.

The functional system-based approach can act as a bridge taking us from the period where education is meandering and lagging behind to an educational period ahead of its time (projected) education (as defined by Marat Gafitulin) (6).

References:

1. Altshuller, Genrikh, Nayti ideyu. Vvedenie v teoriyu resheniya izobretatelskikh zadach, Petrozavodsk, 'Skandinavia', 2003. pp. 60–61.
2. Altshuller, Genrikh; Selyutsky, Alexander, Krylya dlya Ikara: Kak reshat izobretatelskie zadachi, Petrozavodsk, 'Kareliya', 1980, pp. 40–41.
3. Bukhvalov, Valery, Algoritmy pedagogicheskogo tvorchestva: Kn. dlya uchitelya. Moscow: Prosveshchenie, 1993. p. 96.
4. Vygotsky, Lev, Voobrazhenie i tvorchestvo v detskom vozraste. St. Petersburg: SOYUZ, 1997.
5. Galperin Piotr, Metod 'srezov' i metod poetapnogo formirovaniya v issledovanii detskogo myshleniya/Voprosy psikhologii. – 1996. – No. 4. - pp. 26–34
6. Gafitulin Marat, Model perspektivnogo obrazovaniya/Novye tsennosti obrazovaniya: TRIZ-pedagogika. – 2003. – No. 1 (12). – pp. 12–16.
7. Gin, Anatoly, Sem protivorechiy novogo obrazovaniya/TRIZ-profi: effektivnye resheniya. – 2005.
8. Gredinarova, Olena Uchbovo-іgrova dіyalnіst yak zasіb formuvannya gotovnostі k ovolodіnnyu navchannyam. – Kiev: Znannya, 1998 . p. 20. – Bіblіogr.: p. 19.
9. Ilyenkov Evald, Shkola dolzhna uchit myslit/Narodnoe obrazovanie. – 1964. – No. 1 (Appendix – p. 13).

10.   Kostyuk, Grigory, Izbrannye psikhologicheskie trudy/Ed. Lyudmila Prokolienko. Moscow: Pedagogika, 1988. – p. 190.

11.   Maximenko, Sergei, Osnovi genetichnoї psikhologії. – Kiev: 1998. – p. 217.

12.   Maximenko, Sergei, Psikhologo-pedagogicheskie aspekty uchebnogo protsessa v shkole. – Kiev: Radyanska shkola, 1983. – pp. 27–41.

13.   Meerovich, Mark; Shragin, Larisa, Zakony razvitiya iskusstvennykh sistem/Uspekhi sovremennogo estestvoznaniya, No. 5, 2004, Appendix No. 1. pp. 241–243

14.   Meerovich, Mark; Shragin, Larisa, TRIZ kak metodologicheskaya osnova dlya sistem razvivayushchego obucheniya/http://triz.direktor.ru.

15.   Murashkovskaya, Ingrida; Khomenko, Nikolai, Tretye tysyacheletie: obrazovanie i pedagogika/Novye tsennosti obrazovaniya: TRIZ-pedagogika. – 2003. – No. 1 (12). – pp. 29–35.