The paper examines theoretical perspectives of scientific thinking development in university students as an element of quality. Scientific thinking is a key element that serves as a base in scientific and professional formation of university students. The problem of its development in students was first raised in 20 th century. Students encounter the activities in line with their professional goals but there are no specific activities oriented specifically towards scientific thinking development. As a result of this study, a theoretical model of scientific thinking development is proposed. It is based on three components that suggest a solution to improve quality in university studies, and enable ways for students to explore the concepts of spinning across the science projects. It is also presented a psychological portrait of a student with high level of scientific thinking and the most important traits that emphasize cognitive dispositions are highlighted. This can engage and also help students to make a research and to be creative in their own scientific activity.

Abstract

In the given study, the facets of the incursion of neurobiological sciences educational system are analyzed and the mechanisms of educational infl uence from a neurobiological perspective in the formation of scientifi c thinking are explained. Following the analysis of the specialized literature, we have concluded that neurobiological sciences have an important role in defi ning the quality of the educational process from the perspective of both scientifi c literacy and the development of scientifi c thinking, providing valuable support for existing methodologies of the student as a coordinate or ideal of education that is expressed through the educational ideal and the objectives of education, which gives the educational action a conscious, active, creative and prospective character regarding the formation and development of the personality in intellectual, socio-moral and professional terms.

The concept of psychological security versus psychological insecurity derives from a complex system of interaction conditioned by several factors. On a situational level, we can approach psychological safety, which is a state that the subject is aware of, compared to psychological safety, which represents an unconscious complex construct, a feeling, which includes several structural elements that make it up, such as personal and emotional safety, which represents exactly as psychological security a deep feeling related to unsatisfied needs, but also their antipode the insecurity conditioned by the phenomenon of psychological insecurity as a current state. This article presents ideas about decision-making when safety versus psychological insecurity is activated, but which are deeply rooted in a deep sense of psychological security or insecurity.

This paper describes the concept of developing and streamlining scientific thinking in the humanities and real sciences. The problem of the direction of thinking of scientific gardening according to the field of study is addressed. In the paper, reference is made to various existing theories regarding scientific reasoning, problem types, heuristics, inventive problem-solving algorithms, and an analysis of the route is attempted from the perspective of the theories presented by D. Klahr, D. Lenat, Kr. Moritz, G. Altshuller, R. Paul, B. Noel and others. The paper concludes with a conceptual model proposed by the author based on the analysis of specialized literature. Based on the outlined methodological benchmarks and the theoretical approaches presented regarding the development and efficiency of scientific thinking among teachers from different fields, a set of strategies was proposed to improve the efficiency of scientific thinking among teachers universally applicable both from the perspective of the humanities and from the perspective of real sciences. Finally, the problem of the development of scientific thinking both from the perspective of humanities and real sciences is solved from this perspective.