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research of communications between indicators of the general and special chemical abilities at teenagers and students

Research included 2 stages: on the first – process of formation of conceptual structures of chemistry at teenagers 14 – 15 years, on the second – features of conceptual structures of chemistry at students of the second year (19 years) chemical faculty was studied.


1. The correlation analysis of communications of indicators of intelligence and time of differentiation of chemical concepts shows, that in the course of formation of conceptual structures of chemistry there is a reduction of force of communication of indicators of special abilities and intelligence indicators. In group of more successful on chemical disciplines of students it is not taped authentic communications of the given indicators (fig. 1). Such differentiation of indicators of the general and special chemical abilities is observed at IQ? 125-129, that allows to assume existence of "an intellectual threshold above which the general and special chemical abilities can be surveyed as separate independent factors. Indicators of a maturity of the detailed level of conceptual structures of the given group of examinees significantly differ from indicators of less successful students. The given conclusion proves to be true results of the factorial analysis.

Dynamics of development of pupils-prize-winners of the Olympic Games in chemistry and students, and also the comparative analysis of indicators of the general and special abilities at the examinees mastering chemistry under different curriculums, allows to tap optimum age of formation of conceptual structures of chemistry is 14-15 years. In the given age period growth of indicators sformirovannosti the conceptual structures differing by the big fastness becomes perceptible. It is possible to explain it to what at this age develops thinking in concepts (on h.p. Vygotsky) and a stage of formal operations (on Z.Piazhe).





2. Regressionnyj the analysis of communications of indicators of intelligence and time of differentiation of chemical concepts shows, that in the course of formation of conceptual structures of chemistry reduction of value of angle factors (?) in the equations regressionnyh dependences of time of differentiations () from size of the general intellectual indicator (OIP) (tab. 2) is observed.

Table 2

Value of angle factors (?) in the equations of regresses T = And–? oip

In different groups of examinees




As we see, at the initial stages of formation of conceptual structures of chemistry dependence of time of chemical differentiations on an indicator of the general intelligence, and, the more difficult a differentiation, the more this dependence is high. However in the course of formation of conceptual structures this dependence decreases. At students of the second year time of performance of simple differentiations (simple and difficult substance) comes nearer to time of performance of a difficult differentiation (distinction of classes of inorganic substances under the chemical formula). Conceptual structures, all more precisely reflecting a chemical reality, start to function under the laws and become more and more independent in relation to the general mental abilities.

At students better making progress in chemical disciplines are absent authentic correlation and regressionnye communications between time of chemical differentiations and intelligence indicators. Results of the variance analysis also have not taped significant change of indicators of time of differentiation of chemical concepts under the influence of gradation of indicators of intelligence. The coordination of results correlation, regressionnogo, variance and factorial analyses confirms, that in process of a growing of respondents and development of chemistry by they form the mental structures reflecting qualitatively specific invarianty of chemical reality, character of communications between indicators of the general and special abilities that can testify in favour of existence of chemical abilities changes.
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A source: Volkova E.V.. Development of mental structures as bases of special abilities. 2011

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