Organizational and pedagogical conditions of professionally

Human Factors and Ergonomics Society

Organizational and pedagogical conditions ofprofessionally

significant qualities of specialists in thefield of information

security in the study of disciplines of naturalcycle

By Stanley N. Roscoe

Volume 1, Human Factors History Monograph SeriesSeries Editor: Steven M. Casey

Published by the Human Factors and Ergonomics Society

* * * *

AbstractIn modern conditions a comprehensive reconstruction of

all spheres of public life arises fundamentally newrequirements for training future information securityprofessionals in higher education institutions, whichdiffer not only in a high level of professional skills,but also in a harmoniously developed interests, inability to continuously improve the educational level andreact to changes in life.

KeywordsProfessionally significant qualities, organizational

and pedagogical conditions, Theory of Inventive ProblemSolving (TIPS), Algorithm of Inventive Problem Solving(AIPS).

Introduction

1Stanley N. Roscoe


Successful developingprofessionally significantqualities of prospectivespecialists on informationsecurity need specialconditions for theireducation. Undersignificant professionalqualities in informationsecurity field weunderstand individualpersonal features andabilities being actualizedon the professionalassignments level, level ofbehavior and duringsocialization of anindividual, and whichcontribute to progress inprofessional activities.

By influencing onstudents in order toimprove their academicrecords or develop creativethinking, creativity, andorganization of theircreativeness one shouldremember that results ofpedagogical influencedifferentiate depending onperson's individualfeatures, as teachingprocess is mainlyinteraction between teacher

and students, and notactivities of a teacheralone. This, in turn, needsdefinition andimplementation of teachingconditions being proper totarget goals.

Literature analysisshows the lack ofterminological unity ondefinition "teachingconditions", which resultsin a wide range ofdefinitions for thisnotion, under whichaccording to Stanley N.Roscoe, both circumstancesand context, phenomena,factors (primal causes),methods and purportedresults, directions, andintensions etc. areconsidered. However,majority of authorsassociates implementationof teaching conditions witheffectiveness orperformance of teachingprocess. Teaching StanleyN. Roscoe, TD. (2000),"Pedagogical conditions ofprofessional training inthe system of agro-industrial complex

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conditions arecircumstances influencingthe unified efficaciousteaching process ofspecialists professionaleducation, mediatingindividual's activity,group of people;"circumstance influencingon developing of students'professional and personalqualities". Teachingcondition is the context orcircumstance influencing(accelerating ordecelerating) onestablishing anddevelopment of pedagogicalphenomena, processes,systems, personal qualitiesetc, provided by relevantfactors; due toimplementation of teachingconditions the professionaleducation efficiency movesfrom opportunities toreality; teachingconditions are provided bya certain pattern.

Therefore, in aspect ofour study teachingconditions arecircumstances influencingon developing of person's

significant professionalqualities and providing itsefficiency. Generally, onthe basis of scientists'psychological and pedagogicrevisions on this issueteaching conditions fororganizing students'creativeness in the courseof study in highereducational establishmentswere defined as thecontext, circumstances andorganizational patternssubordinating thedevelopment of students'professional and personalqualities to target goal ofcreating new ideas and waysto solve technical issuesoccurred, as well ascontributing to cooperationand cocreativity withstudents; implementation ofthese conditions providesbetter efficiency ofprospective specialists'professional study as alevel of their achievingtraining goals incomparison with educationalstandards' demands.

Unfortunately, today, asresults of some studies

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show, level of knowledgeand skills acquired in thecourse of sciencedisciplines' study does notmeet current requirementsproposed by highertechnical educationalestablishments (HTEA).

Observing first-yearstudents of the educationalprogram 6. 170103"Information securitymanagement" showedunderachievement; lack ofactivity and theirindependence in frames ofcognitive activity; lowlevel of creative potentialdevelopment; lack of stablemotivation for independentwork, creative activities;unpreparedness to use theirknowledge in the course ofpractices. It means thatnot enough attention waspaid to developing ofsignificant professionalqualities.

Organizational andteaching conditions of

developing professionallysignificant qualities.

While searching forteaching conditions ofdeveloping professionallysignificant qualities inthe HTEA we felt compelledto pay attention to thestudents' age. According toStanley N. Roscoe, earlyadulthood and juvenilityare the periods ofindividual's lifecharacterized by completedevelopment of actionstructure, when action maybe made just for the sakeof it, and action does notcontribute to achievementof other goal.

Creativity of humanbeing from juvenility tomasterpieces of maturegenius is the display ofindividual's spiritualabilities and demonstrationof unlimited humanfeatures.

Creativity and actionare the principals for themost rational study ofhuman creativity nature, aswell as its progress on theway to personal maturity.If human considers one'slife as creativity, it

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fills his every moment withbehavioral sense.Performing an action, humanestablishes creativesituation of self-development, self-creation,where essential elements ofhis ego are constructed.

Therefore, one mayconclude, that efficiencyof science process dependson the teaching conditionscontributing to students'expression of independenceand cognitive activity, aswell as their progress inmental development to thefullest extent. In otherwords, the question raises,what the studying processshould be to reach successin development of bothstudents' mental activityand development of theiractions.

Analyzing literature onproblem of establishingsignificant professionalqualities and ownexperience helped firstlyto define teachingconditions contributing tosuccessful developing ofprospective specialists'

significant professionalskills on informationsecurity of highertechnical educationalestablishments in thecourse of sciencedisciplines' study. Firstone was defined asestablishment ofmotivational attitude tostudents' creativeactivities because ofconviction, interestdevelopment, establishmentof connection, life andprospective professionalactivities. We will makeout our case as followed.Motivation as psychologicalphenomenon is defineddifferently. In one case itis defined as combinationof factors supporting anddirecting, in other wordsdefining the behavior (K.Madsen); in other case as acombination of motives ; inthird case as intentioncausing the activity of abody and orientation whichdefines it. Moreover,motivation is considered asthe process ofpsychological regulation

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for specific activity; asthe process of motive'sinfluence, as mechanismdefining occurrence,direction andimplementation of specificactivity forms ; asaggregative system ofprocesses responsible forintention and activities.Scientist Stanley N. Roscoeconsiders motivation beinga dynamic process of motiveestablishment (as a base ofaction), according toSteven M. Casey, motivationis the process ofestablishing intention ofaction or activity.

Moreover, survey ofSteven M. Casey pursuedamong the HTEE students onthe issue of motivationshowed the followingresults. Leading motiveswere chosen ones of"professional" and"personal prestige", lessimportant were "pragmatic"(obtain a diploma) and"informative" ones.However, role of dominativemotives was changingdepending on educational

courses. Indeed, during thefirst year of education the"professional" motiveprevailed, the second yearis characterized with the"personal prestige" one,third and fourth yearshowed both of thesemotives, fourth had also"pragmatic" one. In mostcases the "professional"and "informative" motivesinfluence on theachievements of study.Pragmatic motives areusually typical of remedialstudents.

Importance ofunderstanding structure foreducational motivation isespecially shown in theprofessional educationprocess. Therefore, thesurvey of А.О. Rean(General Studies intechnical schools 1990)showed no difference onchosen profession among A-students and remedialstudents. Otherdependencies were receivedin case the emphasis wasput on achievements inspecific subjects and

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production practice. Thedifference on relation toprofession became essentialin interests of studentsfrom first group, namely A-students. Similar data wasreceived after the study ofstudent's motivation spherein frames of education.Such results were caused byconviction of the majorityof students that GeneralStudies do not move closer,but away from acquiringsignificant professionalknowledge and skills (it'sno coincidence, that a lotof students are sent downduring the first year ofeducation, when thesedisciplines are taught).

It is typically ofmotivation factor foreducational achievementappearing to be morecrucial than factor ofintelligence. Educationachievements do not showthe tight and authenticconnection with thestudents' intelligence,while strong" and "wea "students differentiate bythe level of educational

motivation. First ones aresoft on studying professionon the high level, orientedto get robust professionalknowledge and practicalskills. Second ones havemostly exterior motivatorsin the motive structure: toavoid condemnation, not tobe punished for badachievements, not to losescholarship etc. Realizinghigh priority of theeducational motive foreducational achievementsled to developing ofmotivation provisionprinciple in frames ofeducational process. . Oneshould achieving the highlevel of intellectualacemphasize, that tivity toenable creative solving ofdifferent issues, ispossible for individualswith certain motivation andmoral aspects.

Orientation on self-affirmation, competition,avoidance of failuresbecomes obstacle on the wayto creativity even in caseof significant intellectualpotential. One of the

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similar obstacles appearsto be intellectualinactivity as low level ofintellectual activities,caused mainly bypeculiarities of educationexpressed in improperorientation of intellectualskills, negative attitudeto mental tension, usingby-pass routes in solvingintellectual issues.lndicators of intellectualinactivity are negativeattitude to any activityconnected with brainwork;lack of initiative inframes of intellectualactivities (from publicprotest to obedientaccuracy); cessation ofmental activities (work)due to the lack ofsignificant support,avoidance of intellectualtension, lack of"intellectual surprise" andlow working efficiency inframes of these activities.Causes of intellectualinactivity are differentand in some cases supposedto be connected rather withdisadvantages of education,

than with some developmentdisorders.

Understanding causes anddemonstration ofintellectual inactivityhelps to diagnoseintellectually inactiveindividual and takerelevant measures toestablish its intellectualactivity.

The survey of Steven M.Casey showed that a highpositive motivation mayplay the compensativefactor role in cases of lowspecial skills, in otherwords the character ofeducational motivation, itsenergy level and structureare important factors ofsuccessful study andactivity.

Establishingmotivational attitude tocreative activities of astudent, teacherpractically develops hisreadiness, predispositionto perceive future eventsand actions in frames of aspecific pattern providingconsistent character ofrelevant activity, serving

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as main reasonable selectedhuman activity. However,the problem lies in acomplete dissimilarity ofmotive and motivating, orof their particularcorrespondence.

First of all, a studentmay not fully understandthe nature of main factorbeing a reason to performcertain action. Forexample, in case of freechoice of occupation(profession, sport, andamateur group) the mainargument for majority ofpeople is whether they likeit or not. And this "like"is a proper reason for ahuman to make a decision.People mostly do not care,why do they like exactlythis occupation, and notother. Therefore the mainfactor specifying thedirection of human activityremains open.

Secondly, a reason toperform certain action maybe distorted by anindividual in order to lookin his own eyes and eyes ofothers as immoral, weak

willed individual etc.According to V. Merlin,such motives are notconscious enough, as anindividual does not realizewell, what he needs.

Practically all humanbeings have an ability tobe interested in achievingsuccess and being concerneddue to failures. But anindividual tended to manageeither the motive ofachieving success, or themotive of avoiding failure.Surveys in this fieldshowed, that peoplemotivated to success giveadvantage to goals being ofmedium or higherdifficulty; these goalsinsignificantly exceededresults having been alreadyachieved. People motivatedto failure are prone toextreme choices, some ofthem unrealisticallyunderrate, other overratetheir target goals.

In situation ofrelaxation, whenmotivational importance ofthe situation is low,examined individuals tended

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to choose goals towardsmore complicated ones inorder to avoid failure; butif motivational importanceis high, such goals tend tomove towards easyassignments.

We assume thatestablishment of positivemotivational attitudetowards creative activitiesmay be provided byconvincing students inpossibility of achievingassignments suggested bythem. And achievements oftheir creative activitydepend on emotional contextbeing developed during thestudy.

Analyzing works ofeducators and psychologistswe concluded, that emotionsdoubly influence onstudents' study: on the onehand they (positiveemotions) regulate haviorand mentality, reinforcethe motive, assess,mobilize, stabilize,regulate groupdifferentiation etc.; onthe other hand they(negative emotions)

deactivate, weaken themotive.

One should notice thathelp and support of teacherare important for a studentnot only during the searchfor decision in difficult"emotional" situation, butalso while developing waysof reaction aimed to avoidnegative situations.Emotional environment inwhich individual fulfillhis potential by expressingcertain emotions and havingimpact on other participant(participants) of theserelationships alsocontributes to solvingtasks mentioned above. Inframeworks of positiveemotional environment itbecomes possible to solvethe following tasks:

to unveil personalreserves of inneractivity, ability ofself-expression andself-cognition;

to improve one's mood,arouse the interest instudy, to understand thesubject of the study;

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to calm or allayanxiety, physical orintellectual tension, torenew inwardness andreserves;

to correctrelationships, overcomedifficulties inbehavior, educationwhich students havewhile communicating withcoevals, teachers etc.One should note the

survey of Bartlett, F. C.,who pays serious attentionto creation of emotiogenicsituations during classes,which enable to study thepeculiarities of emotionalregulation for educationalactivities. Understandingemotiogenic situations ofthe educationalcircumstances, actualizingstudents' emotions invarying degrees, the authorconsiders them as theresult of collision betweensomething the studentreally needs andopportunities of theirsatisfaction for the timebeing. In teaching processemotiogenic situations are

distinctly observed on thelevel of analyzing socalled problem andeducational situations,thus emphasizing upon theirdirect link to conditionsfor establishing necessarycognitive activities.Scientist A.M. Lutoshkindistinguishes a range ofmost typical emotiogenicsituations: competition,situation of success-failure, psychorolesituations, musical andpsychological situations,color and psychologicalsituations, situations ofnew, transitionalemotiogenic situations etc,which, as we assume, shallcontribute to improvementof understandingeducational materials.

The scientist alsodistinguish emotions whichstudents experience on thedifferent stages ofeducational process: forinstance, on the firststage while studentsacquire themselves with thenew topic they usuallyexperience surprise,

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interest or speculation;while examining andlearning the subject matter- curiosity, interest; byrevision and use ofacquired knowledge -enthusiasm, interest, andit is true to every studentnot depending on theirachievements.

Therefore, in frames ofeducational activities onemay distinguish situations,which according to theiremotiogenic effect areconnected firstly with thecontent of didacticmaterials; secondly, withorganizational conditionsand individualpeculiarities of emotionalresponse being typical ofstudents and teacher.

First ones (main) dependsignificantly on didacticmaterials' representationon different stages ofeducational activities.Other ones (related) areresults of individualspontaneous actionsperformed by teacher andstudents.

Observation of classesby leading teachers as wellas the study of theteachersovators' experience(on the diagnosis stage ofour experiment) showed widerange of tools to influenceon the emotional sphere ofstudents. Theoreticallythey may be classified intotwo groups: methods aimedto promptly correctstudents' negativeemotions, as well asmethods intensifyingemotiogenic effect ofdidactic materials' contentintroduced. Systematizationof these methods includes:

1) methods to correctemotions on a prompt basis:expressive; intonationpattern; contact pattern;confidential; sports break;memory switchers;encouraging ones etc.;

2) methods intensifyingemotiogenic effect ofdidactic materials'content: preparing ofdidactic material adjustedfor significant goalsproviding development ofsuccess in case of

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learning; based on obviousemotiogenic signals etc.;use of different games;improvised socio-dramaticcommentaries; musicalinfluences etc.

Therefore, consideringthe influence of specificemotions on students'activities, we may concludethat positive emotions incase of intelligentmanagement on the part ofteacher have constructiveinfluence during theclasses; correspondingly,negative emotions have adestructive impact onstudents during theclasses, and thus affectthe achievements. Thescientist Bartlett, F. C.also emphasizes upon theleading role of a teacherin achieving success indifferent occupations bythe students, as byinfluencing on students'emotional sphere he causestheir emotional activity,manages and correctsstudents' activities,establishes conditionsproviding for students the

status of interactionsubject.

As far as establishingmotivational attitude tocreative activitystimulates the process ofcreating new ideas andmethods of solving issuesof technical nature due topositive emotions'influence, this in turngenerates interest toprofessional activitiesresulting in development ofstudents' professional andpersonal qualities.Therefore, one may assumethat due to establishmentof motivational attitude tocreative activities, thehigher efficiency of futurespecialists' professionaleducation may be provided;this condition fullycorresponds to thedefinition of term"teaching conditions forcreative activities'organization".

Therefore, firstteaching condition weadmitted is establishmentof motivational attitude to

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students' creativeactivities.

As a second teachingcondition we choseimplementation of mutualactivities with studentsbeing transformed in co-creativity. Let's provethis condition.

As we already mentioned,rational organization ofeducational process basedon principles of didacticemotional interaction helpsto establish necessaryconditions for developingcreative individuality bothof teacher and student. Forthis interaction is shownin relationships,communication, influence,dominative style ofrelationships, one maydistinguish basing onbehavior style analysisfour styles of didacticemotional interaction,among them, in our opinion,emotional and personalstyle being the mostinteresting one; it isperformed if teacher takesa line of cooperationcharacterized by active and

positive style ofrelationships, interest tostudents, optimism andmutual confidence in termsof communications, based oncovering the area ofcooperative creativeactivities.

Foundations of suchinteraction are laid onteacher's understanding thepersonality of eachstudent. А teachertypically has an equal,soulful attitude tostudents, empathy, calm,positive behavior pattern,fixed and static tone ofcommunication, patience. Bythis type of interaction astudent believes that ateacher is ready to helphim, his requirements arejustified. Other styles,especially emotional-selected, emotional-situational and emotional-negative do not contributeto organization ofstudents' creativeactivities according tosurveys; therefore they arenot observed in our study.

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Communication plays acrucial role in developmentand fulfillment ofindividual's creativepotential. Scientistsassume that 99% ofmeaningful ideas appear aselectric spark after"contacting" other peopleopinions, the rest (1%) ofideas emerge in inspirationmoments (insight),experienced on a roundaboutbasis, but out of the samesource. Activity itselfincludes rational necessityof individuals tocommunicate in form ofsharing knowledge,experience, and results ofactivities, in other wordssharing everything supposedto fill the inner world ofan individual and specifythe abundance of theirpersonal experience. Inthis sense we may speakabout a real co-creativity.

Humanistic educationspecifies the establishmentof moral and friendlyrelations in all links ofpublic and state hierarchyas one of the most

important factor. Thereforewe consider the followingpeculiarities of teachingto be worked out until theyreach the level of realcooperation relationshipsin frameworks of educationaimed to achieve highresults:

establishing theatmosphere of mutualconfidence, respect,bilateral aid andbenevolence, highmutual exactingness,general care of eachother and preservationof care during thewhole educationalprocess andprofessionalactivities;

establishing commongoals and interests,which would update ownones and bring the"tomorrow" joy toeveryone;

bilateral andacceptable technologyof mutual andindependent activitiesincluding mutualregulation, self-

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control and control inframeworks of groupcoma aging system aimedto perform individualactivities and groupactivities ofeducational andscientific nature,which lay foundationsfor system of highlevel knowledgeacquiring;

having high culture ofcognitive activities,forecasting educationalactivities andstudents' behavior inframes of creativeindependence of eachindividual;

Skills to develop asystem of managing andself-managing theeducational processtogether with students;

means, methods andforms of educating inframes of differentialeducation;

System for educatingand developing anindividual and a groupin area of actual andperspective activities,

which would provide thehigh culture ofactivities and behaviorfor everybody;

establishing conditionsfor teacher'sproductive co-creativity withstudents.One should notice, that

co-creativity of teacherand students is not only acollective creativeactivity which enables thelatter to use creativeapproach to educational andcognitive activities ateacher manages activitiesin a skillful manner,stepping up demands tocreative position in theeducation process.

Therefore, byestablishing necessaryconditions for developmentof both teacher's andstudents' creativeindividuality, a rationalorganization of educationalprocess based on principalof didactic interactiontransposes the collectiveactivities.

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At the same timecreative skills of eachstudent's individuality areestablished and developedthrough cooperation and co-creativity, as it is aprocess of activities whichenables to fulfill thepotential of an individual.Therefore one may assumethat implementation of thiscondition provides thehighest efficiency ofprospective specialists'professional education, andways of organizingstudent's activities aimedto establish the atmosphereof cooperation and co-creativity in theeducational processcompletely correspond tothe definition of term"teaching condition fororganizing creativeactivities.

As a third teachingcondition we specifiedsolving tasks of inventionnature by using methods ofthe Theory of InventiveProblem Solving (TIPS),emphasizing by that thecrucial importance of

creative activities indeveloping individual'screativity being theleading factor to establishsignificant professionalskills. Let's prove thisopinion as followed. In ourpoint of view, one of themain goals a talentedteacher should achieve isteaching an individual toacquire, systemize andgenerate (create) newsignificant professionalqualities independently. Weassume that the besteducational environmentmeeting these requirementsis student's independentwork aimed to teachstudents to think, work,search for and provenecessary materialsindependently, arrange,analyze, takeresponsibilities, establisha creative view on things,which helps a student to beready for the stage ofindependent research work.The reason for this is thatelements of creativityappear along with elementsof reproduction in the

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structure of independentactivities; these elementsare significant ratherbecause of the processes'beyond-standards-nature,and not due to novelty ofresults. Therefore creativeindependent works have agreat value, as students bydoing these works may findoriginal ways of solvingcognitive tasks, notforeseen by a teacher.

According to specificsof HTEE professionalactivities E.Y. Golantspecifies the followingtypes of educationalactivities:

Organizational andtechnical aimed toorganize and solve tasksin a technical manner;

Cognitive, which isconnected with knowledgeacquiring;

Practical aimed toperform trainingassignments and applyones knowledge inpractice.Observing these types of

activities the authorclassified three ways of

independence development:organizational andtechnical independence;independence in theframeworks of cognitiveactivities; independence inpractical activities.

Theory of InventiveProblem Solving (TIPS)

Observe cognitiveindependence as a humanability to acquireinformation from differentsources without exteriorhelp.

A creative activity ofHTEE students often takesform of invention and isconnected with inventiontasks solving beinginaccessible withoutphilosophical perception ofreality and environment, asthe inventor's scientificbackground plays a crucialrole in creativeactivities. Possessingcurrent scientificknowledge, lastachievements of science isnecessary condition forsuccessful invention

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activities. Study ofprevious inventionexperience, understandingof predecessors' failuresand successes is also ofcrucial importance.

To develop creativeskills an inventor shouldconstantly train, solvingspecific tasks andexercises of technicalnature. One should alsoobtain good skills tospecify technical task,understand it quickly, andupdate. After a certaintechnical task is analyzed,the most important stage ofcreative process – thestage of technical tasksolving shall begin. lt isa culmination point oftechnical creativity, itscentral link, where thecertain "jump" occurs, inother words transition fromsomething one can see tosomething being absent."

Everyone who isconnected with inventionactivities should knowspecial techniques andmethods contributing tosearch for means of

solution, and commontechniques to solvecreative technical tasks.TIPS is a science studyingrational regularities oftechnical systemsdevelopment, and developingthe methodology (system ofmethods and techniques) tosolve technical issues.Main mechanisms of theTheory of inventive ProblemSolving (TIPS) are theinvention tasks solvingalgorithm and system ofstandards for inventiontasks solving. However,TIPS may not be effectivein fields of science andtechnology characterized bylack of understandingphysical entity ofprocesses, or where rule ofthumb prevails.Implementation of TIPS inpractice needs significanttime outlays in frames ofinvention activities inorder to collect andanalyze patent andinformation materials.

To use the TIPSeffectively integraluniversal knowledge on the

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fundamental level isneeded, which is nottypical of traditional higheducation establishments'procedures. It seems to bethe main obstacle formassive adoption of theTIPS. The scope ofknowledge and level ofconceptual understandingallow to assesinterrelation quickly andon a complex basis,providing significantintensity of efficiency incomparison with solutionsfound by traditional meansof experiments and failureswithout properjustification.Interestingly that thiseffective method may bewidely used in otherspheres of activities, forinstance the TIPS may beconsidered as means toextend functional andphysical analysis of thesystems.

It is proven in practicethat the TIPS allows tosuccessfully solve tasks ofany difficulty levelarising in different

spheres of production andeveryday life. Moreover,the TIPS allows developingdirection in thinkingcharacterized by ability toanalyze any problem, makesystem connections,determine contradictions,find solutions for them onthe level of ideal,forecast possible ways ofsuch decisions' developmentetc. Assuming that astudent needs activity inframes of all educationallinks, especially bylearning new information ormeans of action, the TIPSmethod may become thepattern of activities inthe course of establishingfuture specialists'significant professionalskills; this method is aprominent one in terms ofeducational process byestablishing cognitiveactivity. It is the TIPSmethod which in our opinionsharpens the students'attention, makes theirperception more oriented,makes them thinkintensively, seek the ways

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to apply their knowledge inpractice, as only activethinking process mayprovide conscious and deepacquisition of knowledge bytransforming them intoconvictions.

At the same time it isimpossible to developsignificant professionalskills of informationsecurity future specialistsby studying HTEE scientificdisciplines, involving themto solve invention taskswithout having a certainknowledge base, withoutdeveloping skills to makeconnections betweenobjects, terms andscientific facts, withouthaving skills to solveinvention tasks oftechnical nature. Thereforeit becomes clear, thatfruitful work in thisdirection needs a certainknowledge base to beestablished, which wouldfound both on scientificand technical experienceand on modern achievements,as well as establish skillsto solve invention tasks on

technical nature by meansof specifically chosenexercises and the TIPSmethod.

Famous mathematiciansand psychologists drawattention to similaritiesbetween creative ways ofscientist-researcher andstudent-"researcher". Thus,French mathematician J.Adamar assumes that "...work of individual, whostudies and tries to solvean exercise in algebra andgeometry, and work ofinventor in mathdifferentiate only bydegrees, levels - bothworks are similar innature".

Creative thinking beingone of the structuralcomponents of creativeactivities needs constanttraining. Developing thisaspect among the studentsmeans to systematically andgradually inoculate thelatter with acquiredknowledge in the followingtypes of intellectualactivities:

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Skill to make observationwith elements ofgeneralization, toconduct experiment(including mathematicalone) in order to developsituation contributing topreconceptual study;

Skill to apply the maincognitive methods andmain methods of sciencestudied during the workprocess;

skills for creative workin frames of interrelatedtasks-issues area, deepstudying of possibleresults from inventionsproposed with due accountfor cognitive,psychological andagespecific possibilitiesof students;Systematic developing of

students' critical thinkingby using all favorableopportunities and keepingto sense of proportion. Theso called "dynamic method"("invention method" Polya,G) providing the use oftasks system includingobservation of differentconfigurations obtained by

means of geometricoperations, analysis of newforms and their qualities,different qualities offigures, drawing of allfigures which meet therelevant requirements, wastaken as a basis of sucheducational type.

Therefore, if theindependent research workof students on informationsecurity is considered asthe implementation of itssearch and creativeabilities in frames oftasks (subjects ofresearch), then whilesearching for solution tothe task a student examinesit, tries to extract someconsequences, elements(performs inductive search)and get the result.Moreover, on this stage ofmental activity hespeculates searching foranswers on questions: haveI already meet similarconsequences, should Iconduct an experiment, willsome additional schemeshelp me, may theobservation of some extreme

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cases suggest me any ideas,should I receive somehypothesis generalizationby means of induction etc.As a result, the studentcomes up with a plan tosolve this task ending by aproof. His further effortsare focused on searchingfor other features andother features proportions,their proofs which play acrucial role in scientificcognition. After beingproved the speculation,hypothesis and othersuggestions becomescientific truth. There aretwo main methods of proof(direct and related), whichare widely used inmathematics: - "first oneis performed through causesresulting in certainfeatures of phenomenon, andis usually called thedirect method; second oneis performed throughultimate causes - andmathematicians successfullyuse both of these methods.Thus, if causescontributing to certainfeature of phenomenon are

deeply concealed, andultimate ones are moreaccessible to ourunderstanding, then thereasonable solution to theissue needs relatedmethodon the other hand,the direct method is used,if it is possible tospecify consequence byobserving causescontributing to certainfeature of the phenomenon".

Critical analysis ofacquired information is animportant link in variousresearch works andconsequence of humancritical thinkingdevelopment. It is clear,that the personality of ateacher plays a crucialrole in process of personaldevelopment by futurespecialists on informationsecurity. From this pointthe issue of pedagogiccreative activities wasstudied in due time byBartlett, F. C. who arrivedat the conclusion that onlya high level of teachingskills may provide itscreative nature.

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Conclusion

Thus, acquiring allstages of research workestablishes independence,autonomy and responsibilityof the future specialistson information security; itbecomes possible due to theTIPS method, which allowsstudents to solve differentcreative tasks by usingAlgorithm of InventiveProblem Solving (AIPS),establishing new knowledgein spheres of science andtechnology, contributing todevelopment of skills andfeatures to solve inventiontasks of technical nature.Obviously, by taking suchmeasures to students weinvolve them in creative

activities. Therefore onemay assume, thatimplementation of thisteaching condition providesthe higher efficiency ofprofessional education forfuture specialists oninformation security. Thus,solving tasks of inventionnature by applying the TIPSmethod contributes todeveloping of professionaland personal qualities ofan individual, as well asto teacher's cooperationand co-creativity withstudents; whereby studentsbecome able to generate newideas and means to solveissue of technical nature,find successful solutionsto this issue.

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Organizational and pedagogical conditions of professionally

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