Development Of Logical Thinking Research Articles

Формирование логического мышления у старших дошкольников с тяжелыми нарушениями речи на основе информационной теории развития психики Л.М. Веккера

<p style="text-align: justify;"><strong>Objectives. </strong>Contemporary methods of development of logical thinking in preschool children with severe speech disorders (SSD) help to smooth out problems of academic failure at school and social disadaptation. A program for the development of verbal and logical thinking in senior preschool children with SSD was tested. The program was based on the information theory of mental development by L.M. Vekker.</p> <p style="text-align: justify;"><strong>Methods. </strong>The implementation of the experimental program for the development of logical thinking included the creation of psychological and pedagogical conditions: modeling of surrounding relationships and processes; consistent introduction of models of different levels of concretization of the abstraction; creation of problem situations between surrounding objects and phenomena. The study involved children with a diagnosis of SSD (7 boys, 2 girls) aged 6 to 7 years (M = 6.5), attending a preschool educational organization. To identify “deficits” of verbal-logical thinking in children with speech disorders, a group of children without speech disorders (4 boys, 5 girls) of the same age (M=6.5) was used. Two measurements were taken — before and after the implementation of the formative program. To diagnose the parameters of verbal logical thinking, the “Methodology for studying the level of children’s readiness for school” by L.A. Yasyukova was used.</p> <p style="text-align: justify;"><strong>Results</strong>. Comparison of the indicators of the level of development of thinking in children with speech disorders with the results of children without speech disorders at the first stage of the study showed differences (p≤0.01) in the following parameters: speech and visual classifications, abstract thinking. At the second — developmental — stage, a positive shift at a reliable statistical level occurred in the parameters of the methodology: speech analysis-synthesis (p≤0.05), selection of antonyms (p≤0.05), speech analogies (p≤0.01), speech classifications (p≤0.01), visual analysis synthesis (p≤0.01), visual classifications (p≤0.01).</p> <p style="text-align: justify;"><strong>Conclusions</strong>. The results of the study showed that children with speech disorders have learned to use symbolic and speech models to understand logical relationships at the level of visual-effective and visual-figurative thinking. According to the indicator visual analysis-synthesis, children with speech disorders demonstrated results even higher than children without speech disorders. Work is planned to further replenish the children’s vocabulary, to include in the program a set of training in different types of judgments and conclusions.</p>

Мәтіндік және стандартты емес есептерді шешу әдістері

One of the most important tasks of primary education is the development of logical thinking. Textual and non-standard tasks have a special place in the formation of students' thinking abilities. By mastering the solution of such problems, we form in the student such qualities as search for innovation, self-attitude, perseverance. The article discusses textual and non-standard tasks and solutions found in the course of elementary mathematics, the technology of criterion-based assessment. The concepts of "text task", "non-standard task" were defined. This article presents a methodology for criterion-based assessment of students' academic achievements in mathematics lessons. The peculiarity of this technology is that when solving a task, students create descriptors, which are subsequently used in formative and aggregate assessments. Each descriptor is a step in the algorithm that solves the problem. Particular attention is paid to the use of various methods by primary school teachers in solving text problems, the importance of observing and supporting the child's non-standard ideas. The habit of finding other ways to solve the problem, the ability to use various ways and means of solving the problem plays a huge role in the future work, scientific and creative activity of the student. As a result of the research work, the main recommendations for finding a solution to text and non-standard tasks were developed. The advantages of using the criterion-based assessment system in mathematics lessons are revealed.

The impact of educational programmes on building safety culture in modern society

Safety culture is an important element in the development of human thinking before making decisions in emergency situations. The aim of the study is to determine the specifics of the impact of educational programmes on building safety culture in modern society. The authors achieved the aim of the study by employing of the method of analysis, the Likert scale, the impact ratio calculations, the criterion of psychological training, the response coefficient, the J. Phillips’ correlation coefficient. The study determined that it is necessary to take into account the development of psychological stability, the impact of possible risks for building a safety culture. It is also necessary to ensure consideration of simulated situations for identifying response mechanisms. The study established that the influence of educational programmes on building safety culture is related to the development of logical thinking. The practical significance of the work consists in determining the mechanisms that have the greatest impact on the possibility of forming a safety culture in the educational process. The research prospects will be related to the comparison of the effectiveness of the proposed mechanisms during the management of emergency situations in the context of martial law and the influence of adverse weather conditions.

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

Обучение хорватских учащихся лексике русского языка с опорой на родной язык

This article discusses the main reasons underlying the difficulties and errors experienced by Croatian native speakers in mastering the lexical structure of another Slavic language, specifically Russian, in the initial stage of learning. The author's attention is focused on the student’s substitution of meanings of lexical units in Russian with words of the native language, due to interlingual or linguistic paronymy. In teaching Russian to Croatian native speakers, it is important to maintain the thematic and situational principle of teaching, the principle of sufficiency, and the principle of relying on the mother tongue. This paper provides examples of effective vocabulary mastering: the use of visual clarity, reliance on similar sounding words in the native language, internationalisms, archaisms, application of the tacit (implicit) knowledge mechanism, unconscious reliance on equivalent, similar sounding words from close South Slavic languages, particularly Serbian and Slovenian (as positive interference). Attention is focused on the development of logical thinking and independence, the correct use of the dictionary, and working with audio recordings and video materials. The article focuses on words with connotative meaning, linguocultural lexis, non-equivalent and partially equivalent lexis, and speech etiquette.

Integration of Gaming Tasks into the Educational Process for the Development of Logical Thinking in Elementary School Students

Integration of Gaming Tasks into the Educational Process for the Development of Logical Thinking in Elementary School Students

РОЛЬ МОТИВАЦИИ ПРИ ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ (РКИ)

The Role of Motivation in Teaching RFL Summary The article examines the problem of motivation, it is importance in the process of teaching Russian as a foreign language, analyzes the types of motivation – positive and negative, internal and external, and their impact on the educational process. The article also touches on the development of logical thinking, perception, memory, cognitive activity of students in the process of teaching Russian as a foreign language and their role in mastering language material. Key words: learning process, motivation, development, language, thinking, perception, attention, activity of students

Education of Science for Preschool Children through Experiential Approach

Science education for preschool children through experiential approach is a highly feasible and promising topic in promoting the holistic development of children from their early years. Therefore, educating science through experience is an effective method to encourage curiosity and develop skills of preschool children. Preschoolers enjoy exploring and learning through experience. Experiential approach helps children understand natural phenomena around them in a natural and interesting way. This promotes the development of logical thinking, curiosity, and observation skills from an early age. The experiential approach allows children to engage with the real world, from observing natural events to practicing simple experiments. Research has established six steps for implementing effective science education for preschool children.

МАТЕМАТИКА ОКУУ КИТЕПТЕРИНИН БИЛИМ АЛУУЧУЛАРДЫН ТААНЫП БИЛҮҮ АКТИВДҮҮЛҮКТӨРҮН ЖОГОРУЛАТУУ МҮМКҮНЧҮЛҮКТӨРҮ

One of the most important tasks in teaching mathematics in secondary schools is to increase the cognitive activity of students. The role of mathematics textbooks and auxiliary educational materials is high in this issue. Textbooks should arouse the student's curiosity and influence the increase of cognitive activity. To do this, the textbook must contain texts, examples and problems related to the student's living environment. Educational materials should be designed in such a way as to interest the student. In the presence of these circumstances, conditions are created to increase the cognitive activity of the student, the formation of his creative abilities, the development of logical thinking. The article provides an interpretation of the meaning of the concept of "cognitive activity of a student" and examines the role of textbooks in the formation of this concept. The content of mathematics textbooks taught in schools in Kyrgyzstan has been analyzed and their potential in increasing the cognitive activity of students has been studied.

Preparation of Future Teachers of Mathematics for the Development of Logical Thinking of Students

There is a great contradiction between the need for specialists in the modern education system who are ready to develop students ' logical thinking, and the discrepancy between the level of training of future teachers in the process of studying at universities. Based on a survey of the teaching staff, it was found that future mathematics teachers are not systematically trained in logical thinking of students (85.8% in the responses of teachers). In particular, the problem under study has not yet been sufficiently studied in the psychological and pedagogical literature: a) the conditions and system of logical thinking of students are poorly developed; b) an exhaustive model of preparation for logical thinking has not been developed. The goal of developing students ' logical thinking is: cognitive truth; formation of the correct system of cognitive techniques and methods. This is due to the fact that logic is a collection of knowledge about the forms and laws of abstract thinking in the knowledge of the world. Therefore, this article discusses the preparation of future mathematics teachers for the development of logical thinking of students.
 
 Received: 17 August 2023 / Accepted: 21 February 2024 / Published: 5 March 2024

Opportunities and Challenges in Using the “Community of Inquiry” Model in Teaching Ethics

Philosophy for children (P4C) is an area that has experienced impressive growth in recent decades, proving to be a highly valuable resource in children's development. Studies demonstrate its significant impact on the development of logical thinking, critical reasoning, imagination, and fostering openness to dialogue and collaboration. While there are various perspectives and methods in the field of philosophy for children, a common element among them all is the centrality of the concept of dialogue. P4C serves as a paradigmatic example of what dialogical education represents. The underlying assumption of this paper is that the specific practices of philosophy for children provide valuable methods and perspectives that can be useful in teaching ethics in communication and ethics in general, particularly for students without prior training in philosophy. Recognizing the potential challenges and the need for context-specific adaptation, this paper seeks to illustrate how the integration of the models used in P4C practices, such as the communities of inquiry, into communication ethics education, can provide a promising and innovative approach to fostering ethical and critical thinking in students.

The threat of intellectual decadence in the context of the deactualization of formal logic

The subject of this research is formal logic in the structure of higher professional education. The purpose of the study is to analyze the problem of reducing the volume and quality of teaching formal logic in higher professional education, especially journalism. An attempt is made to analyze the role and significance of formal logic in the structure of media knowledge from diachrony to synchrony. It is shown that formal logic in historical retrospect was subjected to certain persecution and harassment, which negatively affected the level of critical thinking of university graduates, their ability to analyze and synthesize new knowledge, establish causal relationships, and defend their beliefs. The authors see the solution to these problems in increasing the status and social significance of the discipline "formal logic" at all levels of education. The main methods used in this study include comparative historical and dialectical, which allowed us to consider the role and importance of formal logic in various historical periods with an emphasis on the specificity of a particular socio-political situation, as well as to identify the cause-and-effect relationships of the periodic displacement of formal logic from the educational process. Higher education has always been and remains a source of knowledge, thanks to which the intellectual level of a person not only increases significantly, but also helps to become successful in professional activities. In many ways, the success of university education and professional activity depends on the level of development of students' logical thinking, which consists in the conscious application of logical operations (analysis, synthesis, abstraction, generalization, systematization, classification, etc.) and logical forms of thinking (concept, judgment, inference) in accordance with the laws of logic and in the construction of mental actions taking into account these laws. The development of logical thinking in the learning process involves the development of the following skills among students of the educational programs "Journalism": to interpret various types of concepts, competently use situational words (concepts), clearly understand the essence of the second form of logical thinking – judgment, possess the logic of proof and refutation in order to avoid difficulties in modeling a thought experiment, operating hypotheses.

The role of mathematical knowledge in the development of critical and analytical thinking in students of technical university

Relevance. The labour market requires specialists with critical and analytical thinking skills. It is the study of mathematics that lays the foundations for the development of logical thinking, attention, and accuracy, starting from the school mathematics course. Purpose. The purpose of the study is the theoretical substantiation of the significance of the level of mathematical knowledge of students in the development of critical and analytical thinking skills. Methodology. Research methods: theoretical analysis and generalisation of pedagogical experience; conversations; questionnaires; analysis of special and popular scientific literature; use of mathematical statistics methods in processing the results of experimental research. Results. Students in each of the presented specialities were assigned to control and experimental groups. The selected pedagogical conditions were introduced into the educational process of the experimental group, and the students of the control group were taught according to the standard teaching technology. As a result of the experimental verification of the effectiveness of the development of interest in the study of mathematics, positive results were obtained � the level of mathematical knowledge of the students of the experimental group was 9% higher than that of students using conventional technology. Evaluation of the level of critical and analytical thinking was carried out according to the developed criteria in three stages: the first � before studying mathematics in the 1st year, the second � after completing the mathematics course, and the third � before defending diploma projects. Results: at the first stage, there was no difference between the results of the control and experimental groups, at the second stage the difference was 5%, and at the third stage � 7.1%. Conclusions. Thus, the students of the experimental groups were able to demonstrate a higher level of critical and analytical thinking. Bachelors with a higher level of critical and analytical thinking will be more in demand in the modern labour market. Keywords: development of interest in mathematics; teaching mathematics; development of critical and analytical thinking; educational process of the university

The interconnection between the emotional state and the level of development of logical thinking of children of preschool senior age

The problem of the relationship between emotions and thinking in mental activity deservedly occupies one of the key places in the work of researchers both abroad and in our country. This article examines the relationship between the emotional state and the level of development of logical thinking of children of preschool senior age. The study sample consisted of 100 preschool children aged 5 to 7 years, of which 55 were girls and 45 were boys. The study was conducted on the basis of preschool institutions in Rostov-on-Don. Two diagnostic methods were used: “Locomotive” technique (S.V. Velieva); “Establishing the Sequence of Events” (A. N. Bernstein). As a result of the empirical study, a significant connection was shown between the emotional state and the level of development of logical thinking of children of preschool senior age. In particular, it has been established that a child’s emotional well-being is one of the most important components for the development of thinking.

КЕНЖЕ МЕКТЕП ОКУУЧУЛАРЫНЫН КОМПЕТЕНТТҮҮЛҮГҮН КАЛЫПТАНДЫРУУДА БАЛДАРДЫН ОЙ ЖҮГҮРТҮҮСҮН ӨНҮКТҮРҮҮ

In this article we will talk about mathematical and mathematical-functional financial literacy of younger schoolchildren. The development of memory and thinking of junior schoolchildren, the ability to apply the acquired knowledge in practice is considered as the basis for the formation of functional literacy, mathematical skills. The mathematics lesson discusses the development of logical thinking, verbal counting, conclusions and the depth of Webb's knowledge, problem setting, analysis, which is important for the formation of functional, mathematical-functional, financial literacy among students. In the math textbook for grades 1-4, the availability of financial literacy tasks is analyzed and it is proposed to reformulate them. Several examples and tasks for use in the classroom are analyzed, taking into account the system-activity approach to the development of competencies of younger schoolchildren.

Features of Preparing Future Mathematics Teachers for the Implementation of Logical Tasks

This article describes the types of logical tasks in Mathematics textbooks of the main school according to the updated program and the characteristic features of the methodological training of future mathematics teachers in their implementation. The issue of preparing students for the implementation of logical tasks is considered. Methods and techniques for improving the logical thinking of students studying in the specialty of a mathematics teacher are outlined. The main task of teaching mathematics is the development of logical thinking and logical training of students. Accounting in the ability to think logically, along with the interest of a student who comes to school, is the main task of a mathematics teacher. Therefore, it is necessary to train future teachers of mathematics as young specialists capable of developing logical literacy of students using effective teaching technologies. This leads to the need to increase the requirements for the quality of teaching students in general schools and, accordingly, the quality of training of future teachers in pedagogical universities. However, only supplementing the process of training students with new content, increasing the amount of knowledge communicated to students is not able to solve the task of raising the quality of teacher training to the level of modern requirements. The solution to this problem, in our opinion, lies in the systematization of fundamental training of future teachers, should be logical training that allows students to be confident in critical thinking, analysis, reasoning and reasoning, maintain and justify their point of view.

Psychological and pedagogical problems of using chatGPT in solving physical problems

All innovative ways of learning are aimed at enabling the average student to learn to think like an expert, to use his/her knowledge like an expert. Traditional physical education, like all-natural sciences, involves the transfer of information to students in lectures, and its consolidation in practical and laboratory classes and in the form of independent homework. At the same time, several aspects of learning are distinguished: conceptual understanding, direct transfer of information, knowledge and basic physical laws. A general drawback of traditional concepts is the low digestibility of the material, which is related to the psychological characteristics of a person: 10% are able to formulate the main ideas of the material that was taught 15 minutes after the explanation, if it is new material for them. All modern educational technologies using interactive methods and various pedagogical methods are aimed at changing the student's psychology and are called upon in various ways and trajectories to reach the sixth level in Bloom's taxonomy - the level of creativity, expert, specialist.
 The ability to solve problems in physics is an important element in the system of physical education, because it allows you to achieve a number of goals: students see the practical application of the acquired theoretical knowledge, which makes the learning process more conscious and changes the attitude to learning; contributes to the development of logical thinking, concretization of knowledge, which connects the theoretical lecture material with its practical application. In the process of solving physics problems, a number of personal abilities develop: mental, creative, logical, intelligence, observation, independence and accuracy.
 The integration of artificial intelligence (AI) generative models GPT in solving physical problems has attracted considerable attention this year. This article examines the complex interaction between AI and student decision-making, shedding light on the cognitive and emotional factors that must be considered when using AI to solve physical tasks. In addition, the pedagogical implications of incorporating AI into physics education are explored, emphasizing the importance of maintaining a balanced approach that promotes the development of critical thinking, creativity, and ethical reasoning. By diligently addressing these challenges, we can harness the potential of AI to expand problem-solving capabilities while preserving the undeniable value of human intelligence and expertise in scientific research

Juozas Revuckas on development of logical thinking of pupils in teaching geometry

Juozas Revuckas (1924–1991) lectured didactics of mathematicsa at Šiauliai Pedagogical Institute (at present – Šiauliai Pedagogical University) for 35 years. He investigated development of logical thinking of pupils in teaching geometry. On this subject, he had published 4 articles and maintained a thesis.

PEDAGOGICAL ASPECTS OF THE DEVELOPMENT OF LOGICAL THINKING OF FUTURE DOCTORS

PEDAGOGICAL ASPECTS OF THE DEVELOPMENT OF LOGICAL THINKING OF FUTURE DOCTORS

Analysis of the Clap Method as an Recognition Strategy Mathematics Numeration in Autism Students at Special Needs School

Many interventions are done by parents to build some stimulation for their autistic children. Various stimulation techniques and models are created to stimulate the development of the brain, which is related to the ability to achieve the intended educational achievements. The most important hope of parents for their autistic children is the ability for them to live independently in the future, that is why early interventions need to be done, including educating their children via particular institution unit, such as special needs school, which contains in addition to academic subjects as well as non-academic ones that have been adapted according to the needs of the students. Mathematics is one of the subjects needed by students in general and students with disabilities in particular as a basis for growth in their logical thinking development, which is essential for their future. This research lasted for two months, with a qualitative study focusing on 20 students in Special Needs School at Deli Serdang; in the end, the conclusion is that the clapping technique for introduction numbers in A and B classes works. Students can sequence numbers well enough and know about the symbols of numbers.