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The present paper elucidates the issue of developing scientific thinking in contemporary university education systematically, taking into account certain principles. The problem of forming scientific thinking in university education resides in two aspects. The first is related to students, their attitudes, skills, and motivation to develop scientific thinking. The second aspect concerns the ability of highly qualified teaching staff to ensure optimal development of scientific thinking in students. In this context, several internal and external factors contributing to the development of scientific thinking in university education are presented. As a result, three directions of intervention are proposed to shape scientific thinking at the initial and continuous training stage. As a basis, the analysis of the Domain-Specific Learning Model is proposed, which would allow students to assimilate scientific concepts limited to the field of their studies.
Sergiu Sanduleac (Tue,) studied this question.