Topic 1. Modeling as a method of knowledge
Plan:
1. Model, simulation
2. Classification of models. Material and Information Models
1.Model, simulation
The American science fiction writer Ray Bradbury wrote the short story "Thunder Came". It tells about a company that organizes travel 60 million years into the past. All visitors to the past should move only along a specially laid path, because one careless step is already capable of breaking the subsequent History. According to one of the employees of the company, it is described as follows:
“Let's say we accidentally killed a mouse here. This means that all future descendants of this mouse will not exist... You will destroy not one, but a million mice... But what about the foxes, for which these mice were needed to feed? If ten mice are not enough, one fox will die. Ten less foxes - a lion will die of hunger ... And here is the result: after 59 million years, a caveman, one of a dozen that inhabit the whole world, goes hunting for a wild boar or a saber-toothed tiger. But by crushing one mouse, you crushed all the tigers in these places. And the caveman is dying of hunger... This is the death of a billion of his descendants. Maybe Rome will not appear on its seven hills ... "
In vain, one of the heroes of the story begged to return him to 60 million years ago in order to revive the butterfly he accidentally crushed. He ended up in a completely different History and died.
This, of course, is just a fantasy, a fairy tale, a situation modeled by the author, but it contains a hint to all of us how careful we should be in our communication with nature. How often our decisions turn out to be ill-conceived: either we suddenly decide to destroy all the wolves that supposedly bring only harm, or we populate the entire mainland with rabbits (this happened in Australia) and then we don’t know how to get rid of them. Every time I want to return to that fatal moment and take a more correct, as it seems to us, step. But this, alas, is impossible - there is no such time machine that would take us to the past.
There is, however, a "time machine" that allows you to look into the future, analyze, simulate a process, a situation - this is science.
Consider an example from life. In 1870, the English Admiralty launched a new battleship, the Captain. The ship went to sea and capsized. The ship was lost, 523 people were killed.
It was completely unexpected for everyone. For all but one person. It was the English shipbuilding scientist W. Reid, who had previously conducted research on a model of an armadillo and found that the ship would capsize even with a slight wave. But the lords from the Admiralty did not believe the scientist, who was doing some "frivolous" experiments with the "toy". And the unthinkable happened.
We encounter various models in early childhood: a toy car, an airplane or a boat were favorite toys for many, as well as a teddy bear or a doll. Children often model (play with cubes, an ordinary stick replaces a horse, etc.).
In the development of a child, in the process of learning about the world around him, such toys, which are, in essence, models of real objects, play an important role. In adolescence, for many, the passion for aircraft modeling, ship modeling, hand-made creation of toys that look like real objects influences the choice of life path. Models and modeling have been used by mankind for a long time. In fact, it was the models and model relationships that led to the emergence of spoken languages, writing, and graphics. Rock carvings of our ancestors, then paintings and books are model, informational forms of transferring knowledge about the surrounding world to subsequent generations.
Let's try to understand what a model is.
It would seem that what is in common between a toy boat and a drawing on a computer screen depicting a complex mathematical abstraction? And yet there is something in common: in both cases we have an image of a real object, which is a “substitute” for some original, reproducing the original with varying degrees of certainty or detail. In other words: a model is a representation of an object in some form different from the form of its actual existence.
In almost all sciences about nature (living and non-living) and society, the construction and use of models is a powerful tool of knowledge. Real objects and processes are so multifaceted and complex that the best way to study them is to build a model that reflects only some facet of reality and therefore is incomparably simpler than this reality, and explore this model first. Centuries-old experience in the development of science has proved in practice the fruitfulness of this approach. The model is an invaluable and indisputable assistant to engineers and scientists.
Here are a few examples explaining what a model is.
Architect getting ready to build building hitherto unknown type. But before he erects it, he constructs it cube building on the table, to see what it will look like. This is building model.
To explain how it works circulatory system, lecturer demonstrates diagram poster, on which arrows show the direction of blood flow. This is model of the functioning of the circulatory system.
Hanging on the wall painting, depicting apple orchard in bloom. This is apple orchard model.
Literary genre such as fable or parable is directly related to the concept of a model, since the meaning of this genre is to transfer relations between people to relations between animals.
Let's try to understand what is the role of models in the given examples.
Of course, an architect could have built a building without first experimenting with cubes. But he's not sure the building will look good enough. If it turns out to be ugly, then for many years it will be a silent reproach to its creator. It's better to experiment with cubes.
Of course, the lecturer could use a detailed anatomical atlas for demonstration. But he does not need such a degree of detail when studying the circulatory system. Moreover, it interferes with the study, as it does not allow you to focus on the main thing. It is much more efficient to use a poster.
Naturally, walking in a fragrant apple orchard, you can get the richest emotional impressions. But if we live in the Far North and we do not have the opportunity to see the apple orchard in bloom, we can look at the picture and imagine this garden.
In all the above examples, there is a comparison of some object with another that replaces it: the real building is a building made of cubes; circulatory system - scheme on the poster; apple orchard - a picture depicting it.
So, let's give the following definition of the model:
Model - it is such a material or mentally represented object that, in the process of study, replaces the original object, retaining some of the typical features of this original that are important for this study.
Or you can say in other words: model - it is a simplified representation of a real object, process or phenomenon.
The model allows you to learn how to properly control an object by testing various control options on the model of this object. Experimenting with a real object for this purpose is at best inconvenient, and as a rule, simply harmful or even impossible for a number of reasons (long duration of the experiment in time, risk of bringing the object into an undesirable and irreversible state, etc.)
So, let's conclude: The model is needed in order to:
Understand how a particular object is arranged - what are its structure, basic properties, laws of development and interaction with the outside world;
Learn to manage an object or process and determine the best methods of management for given goals and criteria (optimization);
Predict the direct and indirect consequences of the implementation of the specified methods and forms of impact on the object.
No model can replace the phenomenon itself, but when solving a problem, when we are interested in a certain property of the process or phenomenon being studied, the model turns out to be useful, and sometimes the only tool for research, knowledge.
Modeling called both the process of building a model and the process of studying the structure and properties of the original using the built model.
Modeling technology requires the researcher to be able to identify problems and set tasks, predict research results, make reasonable estimates, highlight the main and secondary factors for building models, choose analogies and mathematical formulations, solve problems using computer systems, and analyze computer experiments.
Modeling skills are very important for a person in his daily activities. They help to reasonably plan the daily routine, study, work, choose the best options if there is a choice, and successfully resolve various life problems.
Material (subject, physical) called modeling, in which a real object is compared with its enlarged or reduced copy, which allows research (as a rule, in laboratory conditions) with the help of the subsequent transfer of the properties of the studied processes and phenomena from a model to an object based on the theory of similarity.
Examples: in astronomy - a planetarium, in architecture - models of buildings, in aircraft construction - models of aircraft.
It is fundamentally different from material modeling perfect Modeling, which is not based on material object and model analogies, a on the ideal, thoughtful.
One of the most common terms in the field of human activity is "model", since it is difficult to find another concept that would include such a wide amount of information. In general, a model is such a material or mental object that, in the process of its study, can replace the original object, or, when studying it, provide new information regarding its improvement or modernization. The modeling method is one of the most common today, thanks to which the researcher gets the opportunity not only to apply practical knowledge when building a new structural scheme, but also to make one or another decision. It is important to note that it works well in the manufacturing sector when developing new solutions in terms of construction, improving a plant or factory, designing new types of aircraft, cars, trains, and so on. In addition, the modeling method has found the widest application in the economic sphere, since today not a single launch on the market can do without it.
It should be noted that it necessarily includes the construction of scientific hypotheses, the construction of abstractions, as well as inference by analogy. The main feature of this method is that here the process of cognition takes place with the help of substitute objects, and the model itself acts as a kind of tool for this cognition. The need to use this method arises due to the fact that many objects simply cannot be studied in another way, or it requires a lot of time, effort and money.
So, the modeling method includes three main components:
- The subject of the study (the one who investigates).
- Object of study (what the search is aimed at).
- Directly the very model that the subject builds in relation to the object.
There are many types of models that can be constructed during the study of any object. Its cognitive capabilities are due to the fact that in the course of the study itself, the model reflects the essential features of the object, which is original in relation to the object under study. In order to analyze the similarity between the original and the new object, appropriate research should also be carried out. It should also be taken into account that if the model becomes completely identical in relation to the original, then it essentially loses its meaning. After all, the method of mathematical modeling must necessarily lead to obtaining new data on a particular object, since this is precisely its meaning.
It is also important to understand that several models can be built for the same object, which will differ in their characteristics, depending on the specific situation. After all, there are such features of the object that can only be replaced by others, without the possibility of using them simultaneously. Therefore, the modeling method can also replace the original in a strictly limited sense, since even in matters of detail there may be significant differences.
Thanks to modern computer technologies and the latest software developments, “artificial intelligence” can be connected to the search for new modeling methods, which in a short period of time can give a large number of solutions to a particular issue. Due to this, mathematical modeling methods are extremely popular today in almost all spheres of human activity, as a result of which we can observe the accelerated development of science and technology. It can also be hoped that in the very near future, with the help of modeling methods, it will be possible to solve the global issues of mankind, on which tens of thousands of scientists around the world have been working for the past few decades.
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Modeling method.
At present, the modeling method is widely used in pedagogical research.
Modeling is a method of creating and examining models. The study of the model allows you to get new knowledge, new holistic information about the object.
The essential features of the model are: visibility, abstraction, an element of scientific fantasy and imagination, the use of analogy as a logical method of construction, an element of hypotheticality. In other words,the model is a hypothesis expressed in visual form.
An important property of the model is the presence of creative imagination in it. Concepts, paradigms, various scenarios, business and cognitive games, etc. can become forms of modeling, say, the educational process.
The process of creating a model is quite laborious, the researcher, as it were, goes through several stages.
First - a thorough study of the experience associated with the phenomenon of interest to the researcher, the analysis and generalization of this experience and the creation of a hypothesis underlying the future model.
Second - drawing up a research program, organizing practical activities in accordance with the developed program, making adjustments to it prompted by practice, clarifying the initial research hypothesis taken as the basis of the model.
The third - Creation of the final version of the model. If at the second stage the researcher, as it were, offers various options for the constructed phenomenon, then at the third stage, on the basis of these options, he creates the final sample of the process (or project) that he is going to implement.
In pedagogy, modeling is successfully used to solve important didactic problems. For example, a teacher-researcher can develop models for: optimizing the structure of the educational process, activating the cognitive independence of students, a student-centered approach to students in the educational process.
The modeling method opens up the possibility of mathematization of pedagogical processes for pedagogical science. Mathematization of pedagogy has a huge epistemological potential. The use of mathematical modeling is most closely associated with an ever deeper knowledge of the essence of educational phenomena and processes, and a deepening of the theoretical foundations of research.
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MODELING AS A METHOD OF PEDAGOGICAL RESEARCH
E.N. Zemlyanskaya
Annotation. The article is devoted to the disclosure of the functions and content of the modeling method. The definition of the model is given, approaches to the multidimensional classification of scientific models are revealed. Particular attention is paid to the problem of the relationship between the model and the original and the construction of the research process based on models. The possibilities of the method are revealed, as well as the gnostic functions of the models. The features of scientific models and modeling in pedagogy are revealed.
Key words: model, original, modeling, research, gnostic functions of models, method, pedagogical theory.
summary. The article is dedicated to the disclosure of functions and content of modeling method. It also defines the model and reveals a multidimensional approach to the classification ofscientific models. Special attention is paid to the problem of the relation between the original model and the research process and the creation of research process on the basis of models. The article reveals the possibilities of the method, as well as Gnostic function models (reflective, concretizing, interpretive, explanatory, predictive). Ratures of scientific models and modeling in pedagogy come to light.
Keywords: model, original, modeling, research, gnostic function models, methods, pedagogical theory.
Increasing the role of pedagogical theory is a necessary condition and the most important requirement for the transfer of educational institutions to the development mode. Achieving a new quality of education at school is impossible without a teacher conducting research activities, the foundations of which are laid in higher education. Modeling is one of the methods of pedagogical research, which, unfortunately, is superficially familiar to teachers. The article is devoted to the disclosure of the functions and content of this research method; It is intended primarily for students, graduate students performing research in the field of pedagogy.
In the context of our problem, it is important to distinguish between modeling as a research method, on the one hand, and the use of models as a teaching method, on the other. The latter has its origins in the principle of visibility. Analogous models and methods of their construction and use in the educational process were given great importance by many didactic teachers: V.P. Vakhterev, N.P. Kashin, K.D. Ushinsky, and
A.P. Anoshkin (1998), S.I. Arkhangelsky (1980), S.P. Baranov, Yu.V. Vardanyan (1990), V.P. Mizintsev (1977), Yu.I. Kulyutkin (1981), D. Tollingerova (1994), A.I. Shcherbakov (1988) and others.
B.V. Davydov substantiated training models
whether, revealing the specifics of visualization due to theoretical training, and D.B. Elkonin considered the child's modeling of certain aspects of reality as a general principle of assimilation. These and other teachers developed the principles of building and using training models in teaching, their classification was given, psychological and pedagogical conditions and patterns were identified.
Modeling as a method of cognition (research) is associated with the use of analogy - a conclusion about the similarity of objects in a certain respect based on their similarity in a number of other respects. The essence of this method lies in the fact that not the object itself is directly investigated, but its analogue, a substitute - a model, and then the results obtained during the study of the model are transferred to the object itself according to special rules.
Modeling as a method of scientific research is less familiar to teachers, although in almost every dissertation of recent years for the degree of doctor or candidate of pedagogical sciences, we can see the task of “develop a model of some process, phenomenon”. Let's turn to the research process and try to answer the following questions: What is the meaning of modeling in research? Its functions? What is fundamentally new can give the use of this method in comparison with others? Is the model just a convenient form of presenting the results of scientific research or is it an independent object of study? What is the structure of the M&S research process? Is the model built in the dissertation the ultimate goal and scientific result, or is it just a means of further scientific research?
The problem of modeling is one of the most important methodological problems brought to the forefront of the development of a number of natural sciences of the 20th century, especially physics, chemistry, and cybernetics. It was with the emergence of the latter that the question of the method of cognition with the help of models arose with particular acuteness, raising in turn questions about the epistemological nature of models, their functions, and the place of models among other means of cognition. Summarizing methodologically the new methods of modern science that came from the natural sciences, the model as a means of cognition and an important epistemological category has now taken a firm place in psychological and pedagogical science. Conceptual ideas about the model approach to the study of reality, a theoretical understanding of models and methods of modeling in pedagogy are given by many scientists: Yu.K. Babansky, V.P. Bespalko, A.A. Bratko, T.A. Ilina, L.B. Itelson, N.V. Kuzmina, A.N. Leontiev, Yu.O. Ovakimyan and others.
Model definition. Model - from the Latin "modus, modulus", which means "measure, image, way." Its original meaning was associated with the art of building, and in almost all European languages it was used to denote a model or thing similar to another. Even now, in everyday life, a model is understood as copying certain external properties of an object, most often its spatial forms (“ship model”, “knowledge model”).
In modern science, there has been a departure from the initial understanding of the model as an image, sample, prototype, analogy. A deeper interpretation of the word "model" suggests that the focus is on modeling the hidden internal properties of the object,
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that is, the ability of the model to display, reproduce and thereby replace the object of study with an essential feature of the model is considered. Such models exist only in the description and, as a rule, do not need to be made in the form of certain physically tangible objects. Example. Speaking about the model of the atomic nucleus, a modern physicist does not assume that we are talking about a demonstration of a model made of wood, metal, plastic, which can be held in hands, measured, weighed, twisted, etc. Under the model, he understands the totality of scientific hypotheses about the structure of the nucleus, allowing not only to correctly describe and interpret what is already known about this object, but also to predict new facts that have not yet been discovered by science.
From the above example, it is clear that the modeling of any object, phenomenon, process in a similar sense is the fixation of one or another level of knowledge of this object, which makes it possible to describe its structure and functioning, as well as to describe its behavior with some degree of approximation. Therefore, it is often said that such models are informational models, thereby emphasizing that we are talking about information about a given object that is at our disposal.
In the modern sense, a model is such a mentally represented or materially realized system that, displaying or reproducing the object of study, is capable of replacing it in a certain respect so that its study gives us information about this object. At the same time, not every image can be called a model, but only one that, on the one hand,
fixes precisely the general relation of a certain system, on the other hand, ensures its further study. The similarity between objects by random (insignificant) features cannot be considered a model. Therefore, one should distinguish between modeling and only the image of the external features of the objects under study.
Modeling in pedagogical science is sometimes understood as the process of creating a model, which seems to us not entirely correct, too narrow an interpretation. It is more correct to consider scientific modeling as a method of studying various objects on their models. Let's explain our idea.
Modeling as the creation of a model is only a part of the process of cognition or the process of research1. The created model must be fixed in some way. At the same time, it must be borne in mind (and we will demonstrate this in a further presentation) that the information model fixed in one way or another is unable to give a greater number of conclusions about the behavior of the modeled object than those conclusions that were put into it from the very beginning, that is, it is static . To move to dynamic modeling, a dynamic model, it is necessary to take a number of manipulations, intellectual actions with this model, to transform the information embedded in it. This is what true modeling is, which is its own and is a method of scientific knowledge.
Classification of scientific models. One of the classifications, continuing the above thought, is based on differences in the way an object is displayed. Models can therefore
1 Cognition is a creative activity of the subject, focused on obtaining reliable knowledge about the world. Research is the process and result of scientific activity aimed at identifying general facts, connections and patterns of the process or its aspect under study.
be: material (material, real) and mental (ideal, imaginary). The first group of models is models, dummies (space-like), as well as physically and mathematically similar objects. Model real experiments are possible with them, they exist objectively. It is clear that pedagogical models mainly belong to the second group (see table). This group of models is represented by all kinds of mental formations, which are built according to certain rules and laws based on considerations dictated by the studied objects and observed facts. They acquire a material form and are expressed in the form of a drawing, diagram, drawing. All transformations with such a model, in contrast to the models of the first group - material ones, are carried out by the researcher in his mind. They are the basis and component of thought experimentation.
Like any complex concept, models provide for a multidimensional classification. So, there are stochastic and uniquely determined models; discrete and continuous; simple and complex; schematic and detailed. Based on the target orientation of the created
Classification of models according to
models and from the nature of the side of the object that is being modeled, they are divided into structural and functional. In the first case, the structure of the object is studied, in the second - its behavior (the functioning of the processes occurring in it, etc.). It is clear that the distinction between structural and functional modeling acquires a clear meaning in pedagogical science.
In general, it can be argued that a unified classification of types of models is impossible due to the ambiguity of the concept of “model” in various branches of science [for more details, see, for example: 3].
1) if it demonstrates behavior similar to the behavior of the original, performs similar functions;
2) if, based on the study of the behavior and structure of this model, it is possible to discover new features or properties of the original that are not explicitly contained in the original factual material.
The ratio of the model and the original. Modeling significantly expands the possibilities of any research, as it makes it possible to study
the way the object is displayed
No. Class of models Characteristics / examples
1 Material
1.1 Space-like Models
1.2 Physically similar Possessing mechanical, dynamic, kinetic and other physical similarities with the original
1.3 Math-like Analogue, digital, functional
2 Mental (ideal)
2.1 Figurative Hypothetical, analogues, idealizations, representations
2.2 Symbolic Schemes, graphs, maps, drawings, graphs, structural formulas
2.3 Mixed Other sign systems
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the processes and phenomena of interest to us on models, followed by transferring the result of the study to the prototype. Thus, modeling consists in reproducing the characteristics of some object on another, specially created for study, which is called a model. Therefore, the question arises about the relationship between the model and the original. By "original" we mean objects, phenomena, processes of the real environment.
The meaning of modeling lies in the possibility of obtaining information about the original by transferring to it the knowledge gained in the study of the corresponding model. The decisive factor here is human thinking, which is capable of abstraction.
The modeling process requires the establishment of certain specific relationships between the original and the model, on the basis of which it is possible to study certain aspects of the object under study. It is clear that the model cannot contain all the properties of the studied original, because otherwise it becomes identical to it, and therefore is able to provide information about it exactly as much as the original. Consequently, modeling as a process of creating a model involves the selection of some properties of the object and the neglect, rejection of others. Thus, replacing the phenomenon under study with a model, one should indicate in respect of which properties the model should be isomorphic to the phenomenon under study, and indicate its essential features.
In addition, not only the ease of perception of those properties and relations that the isomorphic
original model, but also the ease of handling these properties. This circumstance makes it possible to organize the study of the model in the process of model or mental experimentation, and the data obtained in this case can serve as messages for conclusions about the original.
Sometimes researchers present the original with a system of specific models, which together reflect the structure, function, purpose, and application of the original in practice. The usefulness of this kind of representation lies in the comprehensive disclosure of the cause-and-effect relationships of the phenomenon under study. Collected from the standpoint of a systematic approach, such a set of models, ways of expressing and transforming them, in fact, is a holistic scientific theory of the object under study.
Model based research process. The scientific modeling method consists of the following main steps:
1) heuristic - formulating a system model based on accumulated facts, hypotheses, theories about the process under study;
2) cognitive - manipulation of the model and obtaining certain conclusions with its help, knowledge of essential features in the process of a thought or model experiment;
3) pragmatic - transferring the findings to a real system (original), in the setting of an experiment to verify the correctness of the conclusions;
4) explanatory - reformulation of the model in the light of the results of such verification.
These stages also represent a model experiment - a laboratory study of the object under study on its
2 Isomorphism is a one-to-one correspondence.
material models. It is clear that model experimentation has its own specifics in comparison with conventional experimentation: the role and specific weight of theoretical research tools is increasing.
Research process based
modeling is an iterative3 process. The four stages outlined above are cyclically repeated each time at a higher level of generalization. At the same time, after each iteration, the researcher gains new knowledge about the original.
The modeling process is shown in the diagram, where the solid arrow characterizes the direct impact on the object, the dashed arrow characterizes the relation of the model to the original.
Thus, the research scheme original - model - original begins with a primary idea of the object, is corrected on the basis of the model, its validity is confirmed again by examples of reality, but at a higher level of abstraction. At the same time, the stage of ascent to the original after the formation and correction of the model is the most important aspect of the study, since it contributes to the knowledge of reality, its patterns and interdependencies, predicting the behavior of the object under study in the context of the consequences of decisions.
In the context of research activities, it is important to keep in mind two circumstances.
First of all. Modeling, displaying the essential properties of the original from the point of view of the purpose of the study and digressing from the rest, necessarily involves the use of abstraction and idealization. From the level of these
abstractions and idealizations depends on the whole process of transferring knowledge from the model to the original. In this case, it is appropriate to single out models of different levels: potential feasibility; real feasibility (even in the distant future); practical expediency (the transfer of knowledge from the model to the original is desirable for solving specific practical problems) [see, for example: 4].
Secondly. The model cannot be identical to the original - then why is it? If the subject of modeling is complex systems, the behavior of which depends on a significant number of interrelated factors of various nature, then such systems are displayed in various models. At the same time, some of the models may be close to each other, while others may be significantly different. Therefore, a situation where mutually complementary or contradictory models are created can take place. In the course of the development of science and the emergence of models of a deeper level, the contradictions that have arisen are eliminated. This circumstance is extremely important for pedagogical research.
The question of the truth and falsity of models. The question of the relationship between the model and the original naturally raises the question of whether the model corresponds or not to the original. In this case, we can talk about the truth or falsity of the model. Truth or falsity are inherent in models, since they are always determined by a certain level of scientific knowledge, and also due to the presence or absence of isomorphism of the model to the process under study. At the same time, in relation to some properties of the original, the model can
3 Iterative process - approaching the end point based on a sequence of small steps - iterations.
Teacher XX
Researcher
Scheme. Simulation-Based Research Process
be isomorphic, and then it is true, in relation to others it is not isomorphic, and then there is no question of truth.
The question of the relationship between absolute and relative truth in the model can be resolved as follows. No model can give an absolutely complete and absolutely accurate reflection of the original, since this follows from the very definition of the model as a simplified image that does not have isomorphism with the object at all levels of abstraction and in all respects. However, scientific models contain elements of absolute truth in the form of relative truth (Yu.A. Gastev). Indeed:
The nature of any model is historically transient due to the continuity and unlimitedness of the process of cognition;
The model always contains elements of conventionality, scientific fantasy and author's arbitrariness;
The model is partial, not comprehensive.
But that's what makes models a method of scientific inquiry.
Method capabilities. The fundamental feature of the modeling method that distinguishes it from others
1. Of particular importance is the modeling method in cases where the empirical picture of the phenomenon under study is incomplete, not detailed. Modeling allows you to synthesize the existing knowledge about the object, to identify unexplored aspects that are important for the study.
2. Psychological and pedagogical objects differ from objects of a different nature by their extraordinary complexity. Individual phenomena under study (for example, mental processes) do not appear to the researcher in an explicit form, but are of a hidden or indirect nature. Such processes are sometimes difficult to study without disturbing them. These processes are multifaceted, they depend on many random and subjective factors. The expediency of studying these processes on the basis of model experimentation is due to the fact that it makes it possible to isolate for study the internal, essential dependencies of the phenomenon, while abstracting from the "noise" - distracting, non-essential properties of the original.
3. Modeling is considered as the highest and special form of visibility. It helps to systematize knowledge about the phenomenon or process under study, to predict the ways of description and cognition, outlines the structure of connections between the components, opens up the possibility for a deeper insight into the essence of the phenomenon, for management
them, to identify ways to improve the characteristics of the phenomena and processes under study. The psychological function of the model, therefore, is that it serves as an external support for internal actions.
4. Modeling is a universal research method. It can be used both at the theoretical level of research to build a theory or development, and at the empirical level by organizing an experiment. In addition, the uniqueness of the method lies in the fact that it allows you to transfer the identified theoretical provisions into practice and vice versa, include the noticed practical facts in the existing theory, thus ensuring a stable organic connection between theory and practice. Therefore, the modeling method cannot be confidently attributed to either theoretical or empirical research methods.
Principles of modeling as a method of scientific research.
1. Visibility - the obvious expressiveness of the model: constructive, iconic, symbolic, pictorial, functional.
2. Certainty - a clear allocation of essential aspects of the object of study and non-essential.
3. Objectivity - the independence of research findings from the personal beliefs of the researcher.
Gnostic functions of models. The scientist's idea of the possible functions of models in the process of cognition contributes to goal-setting in his research.
1. Reflective. The essence of the model is not in copying the object, but in describing its behavior, while the model is secondary in relation to the original. A model is a consciously created
epistemological image of an object used for the purpose of its cognition. Therefore, the importance of modeling is great in the processes of simplification, idealization, in the abstraction of potential feasibility. It allows you to mentally imagine and analyze the so-called limiting cases that are not really realized, to draw conclusions that can be verified experimentally.
2. Concretizations. A model is a way of concretizing the studied aspects of an object. This is achieved on the basis of detailing abstract constructs, as well as by building additional models. Thus, mental models help connect the abstract and the concrete dialectically.
3. Interpretation. This function of models is realized in two aspects: a model as an interpretation of a formal theory; model as an interpretation of observed phenomena. When using models as an interpretation of processes and phenomena, they make it possible to give at first a hypothetical, and after an experimental verification, an explanation of the observed facts. Thus, in the process of iterative modeling, a transition is made from an interpretive model to an explanatory model. Thus, the model, on the one hand, implements the theory, on the other hand, homomorphically reflects reality.
4. Explanatory. This function lies in the fact that a model causal explanation is built on the basis of the similarity of the phenomenon being explained with the phenomenon that has already received a reliable causal explanation. Noticing the external similarity in something of two phenomena, the researcher makes an assumption about similar cause-and-effect relationships. Model-based explanation is thus built on the following
century teacher
scheme: (1) describes the model, its causal laws; (2) describes the rules for translating information obtained on the model into information about the original; (3) the probabilistic nature of the model causal explanation is fixed, as if in contrast to the missing causal relationships in the original.
5. Prognostic. This important cognitive function of models is to serve as an impulse, a source of new theories. It often happens that a theory initially appears in the form of a model that gives an approximate, simplified explanation of the phenomenon. In the process of modeling, new ideas and concepts may arise, that is, the model acts as a working hypothesis for the subsequent study.
pedagogical models. Models related to pedagogical sciences represent a fragment of a certain natural and (or) social reality, a product of human culture. At the same time, functional models reflect pedagogical phenomena, for example, a model of a school as a management system, and pedagogical processes, for example, a model of the activity of a curator of a student group.
Structural models are more often represented by personality models as guidelines for educational purposes - a model of a teacher, a model of a student, etc. At the same time, a personality model is understood as a diagnostic description with all possible completeness of all aspects, properties and qualities of a person that are essential for life in the modern world. For example, the term “teacher model” should be understood in this sense. The teacher model is a mental image of the original ideal professional, including qualification characteristics.
teristics and professiogram. It is obvious that the teacher's model does not include all of his qualities, but only essential ones. This is a standard that is quite appropriate to use in characterizing a teacher, it is advisable to use it in a scientific study of the teaching profession, however, for specific practical activities, its use, obviously, has limitations.
LIST OF SOURCES AND LITERATURE
1. Shtoff V.A. Modeling and philosophy. - M.: Nauka, 1966.
2. Slastenin V.A., Frumkin M.L. Teaching students to solve pedagogical problems // Soviet Pedagogy. - 1984. - No. 7.
3. Anoshkin A.P. Fundamentals of Modeling in Education: Textbook. - Omsk: OmGPU Publishing House, 1998.
4. Gastev Yu.A. Model // Philosophical Encyclopedia. - T. 3. - M., 1964.
5. Babansky Yu.K. Problems of improving the effectiveness of pedagogical research. - M.: Pedagogy, 1982.
6. Biryukov B.V., Geller E.S. Cybernetics in the Humanities. - M., 1973.
7. Bratko A.A. Modeling of the psyche. -M., 1969.
8. Gastev Yu.A. On epistemological aspects of modeling // Logic and methodology of science. - M., 1967.
9. Davydov V.V. Types of generalizations (psychological and pedagogical problems of the construction of educational subjects). - M., 1972.
10. Zemlyanskaya E.N. Socialization of younger schoolchildren in the process of economic preparation. - M.: MPGU, 2006.
11. Kan-Kalik V.A., Nikandrov N.D. Pedagogical creativity. - M.: Higher school, 1990.
12. Kochergin A.N. The role of modeling in the process of cognition // Some patterns of scientific knowledge. - Nsb., 1964.
13. Kuzmina N.V. Methods of research of pedagogical activity. - L., 1970.
14. Mizintsev V.P. Application of models and modeling methods in didactics. -M.: Knowledge, 1977. ■
Modeling (in the broadest sense)- the main method of research in all fields of knowledge, in various fields of human activity.
Modeling in scientific research has been used since ancient times. Modeling elements have been used from the very beginning of the emergence of the exact sciences, and it is not by chance that some mathematical methods bear the names of such great scientists as Newton and Euler, and the word "algorithm" comes from the name of the medieval Arab scientist Al-Khwarizmi.
Gradually, modeling captured all new areas of scientific knowledge: technical design, construction and architecture, astronomy, physics, chemistry, biology and, finally, social sciences. However, the modeling methodology has long been developed by individual sciences independently of each other. There was no unified system of concepts, a unified terminology. Only gradually the role of modeling as a universal method of scientific knowledge began to be realized. The 20th century brought great success and recognition in almost all branches of modern science to the modeling method. In the late 1940s and early 1950s, the rapid development of modeling methods was due to the advent of computers (computers), which saved scientists and researchers from a huge amount of routine computational work. Computers of the first and second generations were used to solve computational problems, for engineering, scientific, financial calculations, for processing large amounts of data. Starting from the third generation, the field of application of computers also includes the solution of functional problems: it is database processing, management, and design. A modern computer is the main tool for solving any modeling problems.
Here are the basic concepts related to modeling ,,.
Object (from lat. objectum - subject) of research- everything that human activity is aimed at.
Model (object - original)(from Latin modus - "measure", "volume", "image") - an auxiliary object that reflects the patterns, essence, properties, features of the structure and functioning of the original object that are most essential for the study.
The original meaning of the word "model" was associated with the art of building, and in almost all European languages it was used to denote an image or prototype, or a thing similar in some respect to another thing.
Currently, the term "model" is widely used in various fields of human activity and has many semantic meanings. This tutorial deals only with models that are tools for gaining knowledge.
Modeling- a research method based on replacing the original object under study with its model and working with it (instead of the object).
Modeling theory- the theory of replacing the original object with its model and studying the properties of the object on its model.
As a rule, some system acts as an object of modeling.
System- a set of interrelated elements united to achieve a common goal, isolated from the environment and interacting with it as an integral whole, and at the same time showing the main system properties. 15 main system properties are singled out, among which are: emergence (emergence); wholeness; structuredness; integrity; subordination to the goal; hierarchy; infinity; ergaticity.
System properties:
1. Emergence (emergence). This is a system property, according to which the result of the behavior of the system has an effect that is different from the “addition” (independent connection) in any way of the results of the behavior of all the “elements” included in the system. In other words, according to this feature of the system, its properties are not reduced to the totality of properties of the parts of which it consists, and are not derived from them.
2. The property of wholeness, purposefulness. The system is always considered as something whole, integral, relatively isolated from the environment.
3. structured property. The system has parts that are expediently connected to each other and to the environment.
4. Integrity property. In relation to other objects or with the environment, the system acts as something inseparable into interacting parts.
5. The property of subordination to the goal. The whole organization of the system is subordinated to some goal or several different goals.
6. property of hierarchy. A system can have several qualitatively different levels of structure that cannot be reduced to one another.
7. property of infinity. The impossibility of complete knowledge of the system and its comprehensive representation by any finite set of models, in particular, descriptions, qualitative and quantitative characteristics, etc.
8. Ergatic property. A system having parts may include a person as one of its parts.
Essentially, under modeling the process of building, studying and applying models of an object (system) is understood. It is closely related to such categories as abstraction, analogy, hypothesis, etc. The modeling process necessarily includes the construction of abstractions, and inferences by analogy, and the construction of scientific hypotheses.
Hypothesis- a certain prediction (assumption) based on experimental data, observations of a limited scope, conjectures. The hypotheses put forward can be tested in the course of a specially designed experiment. When formulating and testing the correctness of hypotheses, analogy is of great importance as a method of judgment.
by analogy called a judgment about any particular similarity of two objects. A modern scientific hypothesis is created, as a rule, by analogy with scientific provisions tested in practice. Thus, the analogy connects the hypothesis with the experiment.
The main feature of modeling is that it is a method of indirect cognition with the help of auxiliary substitute objects. The model acts as a kind of tool of knowledge, which the researcher puts between himself and the object, and with the help of which he studies the object of interest to him.
In the most general case, when building a model, the researcher discards those characteristics, parameters of the original object that are not essential for studying the object. The choice of characteristics of the original object, which are preserved and included in the model, is determined by the goals of modeling. Usually, such a process of abstracting from non-essential parameters of an object is called formalization. More precisely, formalization is the replacement of a real object or process by its formal description.
The main requirement for models is their adequacy to real processes or objects that the model replaces.
In almost all sciences about nature, animate and inanimate, about society, the construction and use of models is a powerful tool of knowledge. Real objects and processes are so multifaceted and complex that the best (and sometimes the only) way to study them is often the construction and study of a model that reflects only some facet of reality and therefore many times simpler than this reality. Centuries-old experience in the development of science has proved in practice the fruitfulness of this approach. More specifically, the need to use the modeling method is determined by the fact that many objects (systems) are either impossible to directly study or completely impossible, or this study requires too much time and money.
