THEORETICAL JUSTIFICATION OF THE PRINCIPLE OF VISIBILITY

ABSTRACT

The article examines the relevance of the principle of visibility in the modern educational process, which is becoming increasingly important in the light of changes in public demand for the quality of education. It is emphasized that visibility not only contributes to the assimilation of educational material, but also plays a key role in the formation of practical skills and abilities necessary for students to lead a successful life. The main types of visualization and their functions are investigated, such as natural, three-dimensional, pictorial, projection-interactive, sound, symbolic and verbal-figurative visualization. Unique qualities are attributed to each type of visual representation, contributing to a deeper involvement of students in the learning process. In conclusion, it is pointed out that the implementation of the principle of visibility in educational practice contributes to the creation of a dynamic and interactive learning environment, which allows students to better understand the material and develop the necessary skills.

Keywords: principle of visibility, educational process, quality of education, types of visibility.

The key concept of this study is the "principle of visibility," which we will explore through the lens of psychological and pedagogical literature. The foundation of the term "principle of visibility" is rooted in the broader concept of "principle of learning." To understand this principle, we will delve into the theoretical underpinnings of learning principles as articulated by renowned educators.

Historically, great pedagogues such as Jan Amos Comenius, Jean-Jacques Rousseau, and Johann Heinrich Pestalozzi articulated the principles of learning. In his seminal work "The Great Didactics," Comenius posited that "the principles of learning are the foundations on which the entire pedagogical process is based". Rousseau emphasized that "the principle of learning is natural perfection". On the other hand, Pestalozzi framed learning as "the development of sensory organs, discipline based on love for the student and conformity to nature".

Building on these perspectives, we can define the principle of teaching as the essential provisions, a systematic approach of methods and tools that a teacher utilizes to organize and conduct the educational process towards achieving specific pedagogical goals. Different pedagogical goals necessitate distinct principles of teaching, each with its own corresponding methods and means.

Now, let us focus on the central concept of this study: the principle of visibility. Jan Amos Comenius defined this principle as encompassing "everything that we can imagine based on information obtained through the senses". Accordingly, based on the reviewed pedagogical literature, we define the principle of visibility as a direct exploration of reality rooted in observation and measurement. This implies the use of illustrations, visual aids, and other didactic materials that engage the visual senses in the pedagogical process.

We will examine the primary types of visibility and their respective functions:

1. Natural Visibility: This type involves objects from the immediate environment, including natural items such as clothing, furniture, collections, and appliances. It introduces real objects in their authentic form.

2. Volumetric Visibility: Represented by models and mockups, this type allows students to understand a subject through a representation of its actual form, created by the teacher or by students themselves.

3. Visual Clarity: This form relies on visual engagement, showcased through maps, drawings, posters, diagrams, tables, photographs, and stand layouts.

4. Projection-Interactive Visualization: This type is characterized by animated text illustrations, including slides, videos, and educational tasks that promote engagement.

5. Sound Visualization: This form of visibility engages the auditory senses during the learning process, serving to reproduce an audio image through audio recordings and other auditory aids.

6. Symbolic and Graphic Visualization: This type nurtures abstract thinking and familiarity with conventional symbolic representations of reality, including figurative verbal descriptions, drawings, diagrams, and tables.

7. Verbal and Figurative Visualization: Based on verbal engagement, this type familiarizes students with subjects through discourse, stories, and descriptive narratives.

8. Internal Visibility: This concept refers to the cognitive repetition of familiar material by relying on pre-existing mental images.

Each type of visibility discussed plays a unique role in enhancing educational processes and providing varied opportunities for learning. This study aims to shed light on the importance of the principle of visibility within educational practices and its implications for developing effective teaching methodologies. By integrating various forms of visibility, educators can create a more engaging and accessible learning environment that caters to diverse learning styles.

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