Developing Critical Thinking in Younger Pupils Using ICT

Khmelnytskyi Humanitarian-Pedagogical Academy, City Khmelnytskyi, Ukraine ,Oksana Shkvyr,Svitlana Tafintseva,Iryna Haidamashko

doi:10.18662/brain/11.2/85

Khmelnytskyi Humanitarian-Pedagogical Academy, City Khmelnytskyi, Ukraine , Oksana Shkvyr + Show 2 more

Open Access

https://doi.org/10.18662/brain/11.2/85

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Abstract

A methodology for developing critical thinking in younger pupils using information and communication technologies (ICTs) has been developed based on the study of the pedagogical experience of O. Diachuk, a teacher from M. Ostrovsky comprehensive school No 1 (I-III levels) in Shepetivka (Khmelnytskyi Region), and O. Svystak, a teacher from specialized school No 30 (I level) in Khmelnytskyi. The paper determines its goals, objectives, stages (problem statement, information search, clear argumentation, decision-making) and results from using it. Also, it presents the results obtained from the study of its effectiveness based on the observation of younger pupils’ educational and cognitive activities, their questionnaires, surveys of primary school teachers, as well as the study of pupils’ compositions. It states that the use of the developed methodology helps to enhance the activity of primary school pupils, their thinking skills and abilities to justify their decisions, search for new information using digital devices and develops their communication skills. At the same time, the paper points out the following disadvantages and difficulties in using the developed methodology: potential problems in using it due to technical bugs and slow Internet connection; a long preparation for those stages of the lesson during which this methodology is applied; certain difficulties in supervising pupils’ search activities in case there are more than 30 pupils in the class. Further research should aim to study the characteristics of implementing the methodology for developing critical thinking in younger pupils using ICTs during adaptation-and-game-related (Grades 1 and 2) and main (Grades 3 and 4) stages of pupils’ learning.

Highlights

Primary education is given a special place in the structure of general secondary education since this stage marks the beginning of children’s educational activities, as well as their acquisition of the necessary key competencies for further successful learning
The results of the questionnaire indicate that 69.1% of primary school pupils (38 individuals) use the Internet
Information and communication technology is regarded as a type of modern pedagogical technology

Summary

Introduction

Primary education is given a special place in the structure of general secondary education since this stage marks the beginning of children’s educational activities, as well as their acquisition of the necessary key competencies for further successful learning. The practice of modern primary school shows a significant decrease in the level of younger pupils’ motivation to study and their loss of interest in school as a source of knowledge. Researchers have conducted numerous studies on the use of ICTs in education (Androshchuk et al, 2014; Morze, 2006); psychopedagogical and organizational principles of using ICTs (Bykov, 2013; Dolmatova, 2016; Telezhinskaia & Dudareva, 2016); the use of ICTs in primary school (Pietukhova & Spivakovskyi, 2007; Ponomarenko, 2010; Spivakovskyi et al, 2011)

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