Focus group as a research method in the classroom for studying tasks with multicomponent drawings

The article considers the disclosure of the meta-subject essence and significance of tasks with multicomponent drawings in the professional training of students of an educational organization of secondary vocational education based on the results of work in focus groups of students and undergraduates. As a result, the concepts are clarified: “multicomponent drawings”, “tasks with multicomponent drawings”, and also the requirements for tasks with multicomponent drawings and criteria for their classifications are determined. The paper highlights and characterizes 5 stages of work in focus groups; the recorded facts about the use of tasks with multicomponent drawings in the educational process of a technical school and university are described; multicomponent drawings are considered as a way of encoding educational information that stimulates the work of both hemispheres of the brain, allowing you to create non-verbalized images necessary for completing tasks. The tasks under consideration are defined as a synthesis of visual supports and a text field, taking into account the “clip thinking” of a modern student, contributing to the formation of meta-subject results and the emergence of ideas in the form of mental images necessary for successful mastery of competencies within the framework of the profession or specialty received by the student.

focus group, research method, tasks with multicomponent drawings, meta-subject results, secondary vocational education, “clip” thinking, “visual” thinking