Cognitive Map of the Pedagogical Situation as a Component of the Pedagogical Situation Cognitive Model (as Exemplified by Analyzing Natural Science and Vocational Training in Colleges of the Republic of Tatarstan)

Introduction-the purpose of the article is to give theoretical justification for the phased design of a cause-andeffect cognitive model; to develop and analyze a cognitive map of the pedagogical situation of this model (as exemplified by analyzing the state of natural science and vocational training in the colleges of the Republic of Tatarstan in the context of integrating new educational and professional standards). The authors tested the hypothesis of the relationship between the identified six factors (when creating a cognitive map) in the process of building a directed graph aimed at developing the student’s cognitive tools. Materials and methods: to objectively determine the problem field of the object under study, presented in the form of a cognitive map, a SWOTanalysis of the strengths and weaknesses of developing the pedagogical state was used based on a survey of college teachers from the Republic of Tatarstan. Processing the results was carried out on the basis of probabilistic assessment methods using complex factors that made it possible to identify strengths, weaknesses, drawbacks, and possible threats of the pedagogical situation under study. Results of the research: a methodology for designing a causeeffect cognitive model of a pedagogical state of natural science and vocational training was theoretically substantiated and developed based on creating and analyzing a cognitive map of this situation in the process of studying the teachers’ opinion on implementing integration processes in the system of Secondary Vocational Education at the regional level. The dynamics of the teachers’ opinion was studied using a SWOTanalysis of the results of a questionnaire which is an adapted didactic tool. It allows describing both quantitative and qualitative characteristics of the six factors identified in the process of building a cognitive map. The scientists’ works on modern Russian professional education in the context of developing cognitive pedagogy were studied and analyzed. Discussion and conclusions: the study quite adequately shows that the SWOT-analysis of the state of natural science and vocational training of the colleges in the RT which is a region with a fairly high level of economic development reveals that amid the generally positive pedagogical situation at the time being studied, a number of shortcomings have been identified: the proportion of teachers with an average age of 50 and 60 is more than 66%; shortage of educational literature; difficulties in designing curricula in accordance with the Federal State Standard-4 Secondary Vocational Education, namely in selecting and correcting educational material; in applying project technology, case-technology, playing technologies; in organizing students’ independent work. The results of the study on the cognitive modeling of the pedagogical situation may be useful to specialists in the field of education, as well as interesting to the general public. Annotation. The article gives theoretical justification and algorithm of gradual designing a cause-and-effect cognitive model. The method of constructing and analyzing pedagogical situation cognitive maps is offered (analysis of the natural science and vocational training in colleges of the Republic of Tatarstan in terms of integrating new educational and professional standards), which is part of the cognitive model developed by the authors. The results of SWOT-analysis of strengths and weaknesses of developing the pedagogical state are presented on the basis of researching college teachers’ survey data in the Republic of Tatarstan. Keywords-cognitive modeling, pedagogical situation, cognitive map, oriented graph, cognitive model In the last decade, pedagogy and psychology development has led to the emergence of a new direction – “cognitive pedagogy”, which is gradually being developed both in theory and in practice. This led to the existence of a new understanding of training processes and education in the context of forming a person’s cognitive and personal structures. We share S.F. Sergeev’s opinion who says that “cognitive pedagogy differs from classical instrumental pedagogy by paying special attention to a person’s cognitive structures and tools and ways of their development, in contrast to the behavioral orientation inherent in traditional schools, which assesses the characteristics of the individual and the productive side of human activity” [1, p.70]. 2nd International Conference on Education Science and Social Development (ESSD 2019) Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Advances in Social Science, Education and Humanities Research, volume 298