Formation of the Creativity of Students in the Context of the Education Informatization
Information and communication technologies are an effective means of formation of the creative potential of future physics teachers, as with their science based application in the educational process at the university they allow fully activating learning activities of students, provide conditions for their creative self realization in the process of professional development. The article examines the scientific and methodological basis for the use of computer models, experiments and demonstrations, as well as virtual laboratory complexes in the formation of creative thinking of the future physics teachers. It is well known that the use of computer models of various physical processes and phenomena contributes to the effectiveness of students learning the physics course, allows them to comprehend the mechanisms of physical phenomena and processes. In this regard nowadays the International Kazakh Turkish University named after Yasawi K. A. pays great attention to the development of the technical base of information and telecommunication technologies in training of future physics teachers, and electronic resources for using them in teaching physics are being developed. Using computer models, experiments and demonstrations, one can compensate for the lack of equipment in the physical laboratory, and thus teach students to independently produce physical knowledge in the course of physical experiments involving virtual models, i.e. there is a real possibility of the formation of students' creative thinking and enhancing cognitive activity in physics, particularly in optics. OPEN ACCESS INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 9599 conditions of scientific technical progress, which requires constant updating of knowledge, erudition, combined with deep special knowledge, skills of conducting scientific research and creative attitude to their professional activities (Popova and Kruglova, 2011) Modern young specialists with higher education must be prepared to deal with new challenges that require creative solutions, and be capable of creative self development. And if the in depth knowledge becomes a platform for training a new generation of competent professionals, the creative activity becomes a springboard which gives them an advantage in everyday activity, so at the moment the need to develop technologies shaping the creativity of students of pedagogical universities becomes mostly important (Ormanova, et al, 2013) The need to develop students' creative abilities is fundamentally important, because it is this quality that ensures skills demanded by contemporary employers. This resulted in establishing organizations engaged in promoting a systematic approach to creative learning and cultural opportunities (e.g. Creativity, Culture and Education (CCE) in providing the Creativity, Culture and Education Literature Review Series dealing with the capabilities approach, creativity and creative learning. (McLellan, et. al. 2012) Among works of foreign researchers in the field of creativity, we should mention the works by D. Leonard and W. Swap, (2010) Robinson, K. (2006) Lee&Kim, (2010) Gelade, (2002) and many others. The issue of creativity touched upon in these works is multifacet. It is obvious that the definition of the creativity concept is represented in them. Thus, D. Leonard and W. Swap characterize creativity as "a process of developing and expressing novel ideas that are likely to be useful" "a goaloriented process " on the one hand, and as a process which "involves convergent as well as divergent thinking" on the other. In their opinion, the convergent thinking is characteristic of the initial stage of the creative process. The divergent thinking is inherent to the later stages. It is explained by the fact that new original ideas are generated by divergent thinking. Then they are communicated to and evaluated by other people to decide whether they are really novel. Besides, the authors deal with misconceptions about creativity, the sequence of the creative process, steps for enhancing one's creative potential, etc. Another definition of creativity is worth to be mentioned: "Creativity is a multidimensional ability that is influenced by various factors of specific social environments such as culture or language" (Gelade, 2002) The idea of connection of creativity with cross cultural differences is of interest for researchers all over the world. Thus, Lee H, Kim K. investigated relationships between bilingualism and adaptive creative style, innovative creative style, and creative strengths among Korean American students. The results demonstrated that the degree of bilingualism was positively associated with creativity, creative style and creative strengths. There exist points of view referring to the development of creativity in every learner. (D. Johnson) The explanation is that "creativity is no longer a "nice extra" in education" In his work D. Johnson presents his theory of multiple creative abilities. He dwells on strategies for assessing creativity, considers that everyone should become personally more creative every day. 9600 O.Y. POSUKHOVA AND L.V. KLIMENKO At the same time, there are studies accentuating the urgency to foster creativity in gifted students (Gramond, 2005) B. Gramond presents the practical strategic series in gifted education, pays attention to curriculum compacting characterizing it as an easy start to differentiating for high potential students. This guide provides basics for supporting creativity. The author considers that it is of paramount importance to enrich opportunities for gifted learners, to provide independent study for them, to use media and technology with these students. The idea of evolving different ICTs in the education sector is developed in many studies in the field of creativity. The ICTs expand access to education, raise educational quality and help turn education into an active process with connection to real life (Safiul Hoque and Shafiul Alam, 2010) A number of articles and books reveal creativity in teaching disciplines, and, namely physics, including high school physics (MacDowell and Michael, 2014; Sternberg, et. al. 2015; Jones and Richards, 2015; Carlile and Jordan, 2013) It must be emphasized that the physics as an academic discipline has great potential in the formation of creativity. Firstly, this is due to the variety of physical disciplines (general, mechanical, molecular physics, electromagnetism, optics, quantum physics, etc) different methods and techniques which are used in studying them and provide wide opportunities to both teachers and students. Secondly, there are various forms of organization of educational activities in the study of physical disciplines that help to develop creativity (Dambueva, 2013) The teaching experience and the results of our study show that learning and perception of the optics basics by the students are associated with some difficulties, due to abstractness of optical concepts, conflicting properties of light and low visibility of quantum objects under study; and some factors as follows: the imperfection of the contents of this section in existing programs of physics at the university; the use of verbal learning method by teachers as the main one at physics lessons; the lack of experimental support for optics teaching associated with impossibility of the full scale experiment (not all optical phenomena can be shown at the school physics laboratory; the full scale experiment is not always clear enough and mostly has a qualitative character; the devices are complicated and inconvenient in service) and the lack of necessary material conditions for it. We also took into consideration another important fact that in the modern socio economic conditions of society's development one of the important tasks of education is the development of personal qualities of future teachers, development of their creative thinking, creativity, values and attitudes. We assume that using new information technologies (NIT) in teaching physics, and particularly, optics will be a promising solution to these problems. There are several factors which cause their use at the present stage of training. First, many high schools have computers due to the social and economic achievements. The quantity and quality of ready made physics software allows implementing various learning technologies. Secondly, the simulation with the use of any INTERNATIONAL JOURNAL OF ENVIRONMENTAL SCIENCE EDUCATION 9601 computer technology can give a good dynamic illustration not only of the observed physical processes and phenomena, but also of those processes that are not available for observation in a real experiment; and it also allows providing greater flexibility in conducting computational physics experiments and solving various experimental tasks. The computer with modern equipment connected to it gives us the possibility to conduct research of different studying processes on a high level. Accordingly, the use of new computer experiments (demonstration and laboratory) in training optics allows overcoming the mentioned related experiment problems. Moreover, the potential benefits of NIT give the opportunity to organize productive learning and make learning process personally oriented and the opportunity to set and solve both traditional and new educational objectives: the formation of model representations, information, communication and other skills of future physics teachers. The theoretical basis of the study is represented by the works on the theory and practice of future teachers' professional training and the use of information and communication technologies in the development of personality of studentsfuture teachers. These are works by A. G. Asmolov, M. N. Berulava, B. N. Bezpalko, Y. S Branovskiy, A. J. Vagromenko, S.G. Grigoriev, V.S. Ledneva, L.S. Podymova, N. S. Slastenin, N.G. Yaroshenko, etc. (Popkov and Korzhuev, 200