Cognitive strategies for solving non-standard design problems in the process of high school students’ technical creativity

Abstract

The relevance of the study stems from modern trends in the development of a technological society, which are accompanied by the complication of engineering tasks, the growth in requirements for flexibility of thinking, and the need for interdisciplinary integration of knowledge. In these conditions, the formation of students' ability to independently construct solutions, engage in critical analysis, and adapt to uncertain situations becomes particularly important.

 The objective of the article is to theoretically substantiate and identify effective cognitive strategies for solving non-standard design problems in the process of high school students’ technical creativity. Methods. The study employed methods of theoretical analysis of scientific sources, generalization of modern educational approaches, systematization of cognitive strategies, and comparative analysis of the features of solving non-standard design problems by students. Elements of activity-based and competence-based approaches were applied to substantiate the structure of cognitive strategies. Results. The decisive role of cognitive strategies in improving the effectiveness with which high school students solve non-standard design problems has been established. It is substantiated that the combination of heuristic and metacognitive strategies increases the variability and validity of technical solutions. It has been determined that the effectiveness of high school students’ technical creativity improves when open-ended design tasks are used, interdisciplinary knowledge is integrated, and reflective mechanisms are implemented. The main scientific and practical problems of students’ technical training have been identified, including the dominance of algorithmic learning, insufficient development of metacognitive control, and limited methodological support. A step-by-step algorithm for developing cognitive strategies to solve non-standard design problems has been developed to structure students’ cognitive activity. Conclusions. It has been established that the purposeful formation of cognitive strategies contributes to increasing the effectiveness of high school students’ technical creativity, the development of engineering thinking, and the ability to make reasoned decisions. The expediency of implementing activity-based and reflective approaches in the educational process has been confirmed. The obtained results can be used to improve teaching methods for technical creativity and to further research cognitive strategy development.