The article examines units of cognitive experience, among which special attention is paid to cognitive strategies. Their understanding is extremely important for the development of the foundations of modern psychodidactics. Definitions of cognitive strategies are given, their psychological content is specified. The purposeful development of cognitive strategies within the framework of the author’s educational model for the implementation of individualization of subjectivity development is proposed.

The use of the Pandas library for analyzing data arrays is considered, the advantages of this library for performing actions with numerical data and time series presented in the form of numerical tables. For comparison, the disadvantages of processing data arrays in Excel using trend analysis models, such as linear, logarithmic, polynomial, power, exponential, are indicated. The ability to process data by the Pandas library from different software environments, such as HTML and data buffers.

Algorithmic thinking is primarily assessed through standardized tests and professional tasks, limiting the ability to identify the specifics of algorithmization in individuals with varying programming experience. To refine the hypothesis regarding such specificity, we proposed an alternative assessment method that requires algorithmization but not specialized programming knowledge. Using the solution protocols of the task we developed, we identified quality parameters of algorithmization that allow for reliable encoding. The results demonstrated that the proposed method provides the required variability in solutions and enables the creation of new task variants based on the identified parameters. Additionally, the hypothesis about the specificity of algorithmization in individuals with different programming experience was further clarified, although its validation requires specific research.

The present paper gives a brief overview of the cognitive load theory and presents the results of the empirical research with experimental design: the control group received instruction in a “traditional” sequence, the experimental group received problem-solving first instruction. The results of the study confirm the hypothesis that introducing worked examples is beneficial for the efficiency of instruction and provide guidelines of worked examples implementation in teaching different domains.

Работа выполнена при поддержке гранта РФФИ № 20-013-00654-а. В статье рассмотрен педагогический опыт формирования профессиональных компетенций у студентов для общения с лицами, имеющими сложные нарушения развития, представлен портрет современного учителя-логопеда, показатели, которые характеризуют профессионализм специалиста, раскрыты подходы к воспитанию и технологиям обучения студентов, анонсированы трендовые индикаторы и их функции в обучении студентов.