Author (s): Yermak S. M., Hetta V. G.

Work place:

Yermak S. M.,

PhD in Pedagogy, Associate Professor;

Head of the Faculty of Advanced Training of Personnel of the State Criminal and

Executive Service of Ukraine,

Academy of the State Penitentiary Service, Chernihiv, Ukraine

ORCID: 0000-0002-5069-1001


Hetta V. G.,

PhD in Pedagogy, Professor,

Professor of the Department of Technological education and Informatics,

Shevchenko, Chernihiv National University, «Chernihiv Coiiegium», Chernihiv, Ukraine;

ORCID: 0000-0003-3057-9976

Language: Ukrainian

Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2021. № 1 (6): 87–97


The proposed article addresses to an important educational problem – the development of cognitive independence of pupils and students. This problem has always been relevant, which numerous pedagogical studies tell. It is the fact that the development of scientific and technological progress is constantly making new demands on the education branch, the solution of which largely depends on the willingness of young people to learn. The urgency of this problem has become more acute due to the need of distance learning, in which success in learning depends largely on the pupils or student’s cognitive independence.

The transition to distance learning prompted the authors to analyze the structural components of cognitive independence from the standpoint of increased independence of pupils and students in quarantine period and to find out the points needed attention in the future in order to more successfully solve this problem.

According to the authors’ opinion, the improvement of cognitive independence of youth is carried out through their broad involvement in cognitive independent activity, during which mental effort will be applied, along with existing knowledge and skills, willpower and feelings, thus, the experience of cognitive independence will be more persistently formed.

Skills and experience of cognitive independence cannot be conveyed in words, stories or examples. It is formed and developed in the process of active learning under the guidance of experienced teachers. The driving force is the interest in knowledge.

In order to develop cognitive independence, the authors propose to use more active teaching methods, involve pupils and students in creative projects, technical creativity, research, writing essays, solving tasks and problems, the use of telecommunications information technology and more.

Key words: individual work, cognitive independence, cognitive activity, creative activity, problem-based learning, problem solving.


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