Abstract
Problem statement . One of the most important tasks that digital school teachers face is preparing a graduate, who is ready to use the acquired knowledge in his future life and find non-standard, original solutions, overcoming the usual patterns and established opinions. The study aimed at substantiating the effectiveness of the use of timeline services for the development of divergent thinking in schoolchildren in the conditions of additional education. Methodology . Theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of test results and timelines were applied. The pedagogical experiment involved 130 students of the state budgetary educational institution of Moscow “School No. 1506”. To diagnose and assess the formation of divergent thinking, the method of F. Williams (adapted by E.E. Tunik) was used. Pearson's chi-square test was used as a statistical processing method. Results . The timeline in additional education was carried out when displaying historical facts in chronological order, compiling algorithms, creating biographies, and presenting statistics. The didactic potential of the timeline as a kind of quantitative infographics is revealed, which offers a graphical implementation of digital data in relation to each component in the structure of creativity: flexibility, originality, elaboration, fluency. Statistically significant differences in qualitative changes in the pedagogical system were determined. Conclusion . The use of timeline services in the conditions of additional education contributes to the development of divergent thinking of students due to the possibilities of interactive presentation of events and facts, reuse, multimedia, technical minimalism. Difficulties that complicate the use of virtual timelines are noted: time resource management, the need to develop criteria and indicators for the effective use of web services for the corresponding purpose.
Publisher
Peoples' Friendship University of Russia