SIMULATION OF SOCIAL SITUATION AS A MEANS OF DEVELOPING TOLERANCE FOR AMBIGUITY
The goal of the paper is the analysis of the selected individual characteristic - tolerance for ambiguity, within the student-oriented competence to identify developmental and individual characteristics of student and analysis of the tool developing tolerance for ambiguity, namely the simulation of the social situation. Characteristics such as tolerance for ambiguity, or tolerance for uncertainty has been selected because individuals in the process of learning process abstract structure of the subject matter, create a relationship with it, try to analyze it, infer and then synthesize it. The individual is exposed to uncertainty and ambiguity in processing knowledge as well as in the process of solving particular tasks or activities. Noteworthy is the question how teacher can facilitate learner to cope with ambiguities, or uncertainties in the process of solving tasks in different school subjects. In this respect, we focus on the social situation simulation tool and its variants as well as on the methodology analyses to measure the success of the instrument (tool). We design simulation tool of the social situation in two ways: how it can be used by teacher in the context of student's competence development and as an assessment tool of teacher's competence focused on the development of student´s individual characteristics. We deal with methodological concepts of the effectiveness of this instrument and the chosen method for verifying its effectiveness by means of an experiment. We start from the Kirkpatrick model of assessment tools to develop personalities and their effects on several levels. Kirkpatrick's evaluation model is compared with the designed evaluation model of social situation simulation tool. The purpose of the application of the tool is its impact on learner, or process, technique, activating drama techniques, which are aimed to break learner's stereotypes, modification or change in the observed variable, taking into account the individuality of the learner, in order to "intervene" in the direction of achieving the greatest possible effect in the process of their learning in educational environments. This article deals with only one approach to handling data and specifically the experiment, because processing and experiencing personality changes largely depends on student's personality and many variables, which require a time commitment. The tool simulation of the social situation appears to be effective not only in developing student's individual and developmental characteristics, but also in the process of teacher's competence assessment, especially evaluation of teacher's competence to develop student's individual and developmental characteristics.