DEVELOPING AND THEORETICALLY JUSTIFYING A METHODOLOGY FOR DEVELOPING GRAPHIC THINKING BASED ON AN ADAPTIVE APPROACH

Abstract

This article addresses the development of an adaptive methodology for developing students' graphic thinking and its theoretical and methodological justification. The methodology is built on a four-stage systemic model comprising initial diagnostics, formation of an individual learning trajectory, ongoing monitoring, and final assessment. Its theoretical foundation rests on L.S. Vygotsky's concept of the zone of proximal development, J.Piaget's theory of cognitive development, and the individualized-instruction ideas of B.Bloom and F.Keller. A review of international research shows that individualized, technologically supported teaching methods yield higher gains in spatial and constructive thinking than conventional methods, supporting the theoretical soundness of the proposed methodology. The article also proposes a research design — participants, measurement instruments, procedure, and statistical analysis plan — for a future pedagogical experiment to empirically test the methodology's practical effectiveness