Thinking Of Pupils Research Articles

Possibilities of Development of Informatics Thinking of Pupils and Students Using the Model of Subject-Didactic Competences of Teachers

The development and incorporation of the concept of the development of computational thinking into the curriculum of computing subjects is currently one of the major challenges facing the Czech school system. However, such a concept of teaching presupposes a targeted development of content-subject and didactic- pedagogical competencies of teachers necessary for the development of computational thinking in their pupils and students. Thus, the present paper deals with the possibility of defining a general model of subject-matter and didactic competences of teachers supporting the development of computational thinking in pupils and students.

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.

Developing Students' Critical Thinking Abilities about Environmental Change using the Discovery Method of E-Learning

This research intended to examine how students' critical thinking was affected by exposure to e-learning modules on the topic of environmental change. In this research, we adopted a sequential explanatory design with many techniques of investigation. The indicators adapted from critical thinking abilities by (D'Alessio et al., 2019), (Janssen et al., 2019), and (Koenig et al., 2019) were used in the interviews, observations, and essay tests that provided the data (Sasson et al., 2018). Seventy eighth-graders from a rural middle school took part in the research. Analyses of both quantitative data (mean and standard deviation) and qualitative data (interviews and observations) were conducted. There were three tiers of students' critical thinking abilities, with 15 students (21.91%) scoring in the high range, 40 students (57.83%) scoring in the intermediate range, and 15 students (23.47%) scoring in the low range. An examination of qualitative data revealed that this kind of instruction inspired pupils to seek out information on their own initiative and with great enthusiasm. This research revealed the state of students' critical thinking abilities in middle school, particularly as it relates to the topic of environmental change, where they have lagged behind. Therefore, the use of non-traditional teaching methods to foster critical thinking in pupils is urgently required. More than that, the COVID-19 pandemic provided data on the integration of the discovery learning approach with e-learning in an Islamic school.

STUDY OF MENTAL OPERATIONSAS BASIS FOR PLANNING CORRECTIONAL COMPONENT AT GEOGRAPHY LESSONS

The article deals with specifying the level of development of mental operations of senior pupils with mental disorders (MD). To study mental operations methods of general and special psychology have been applied. These methods have been adapted according to the geographical material and peculiarities of cognitive activity of children with MD. One hundred and twenty pupils of the 9th grade have been involved into the research. The methodology by E. Rogova “Exclusion of words” have been adapted and used to evaluate the pupils’ skills of generalization and abstraction. To this end, the level of verbal-logical thinking of a pupil has been determined. The adaptation lies in substituting standard words for geographical names in each set of tasks. The methodology is aimed at pupils with MD, aged fourteen to seventeen.The educational curricula in geography for special secondary establishments have been used in the investigation. We have introduced four markers (high, intermediate, low and very low) of the level of the skill development of pupils in terms of generalization and abstraction according to their number of points. Both qualitative and quantitative evaluation have been implemented. The qualitative evaluation presupposes the mistake analysis. To diagnose the pupils’ level of development of analysis and synthesis we have adapted and used the methodology of “Anagram” substituting the standard words for geographical names and decreasing the number of words from 30 to 15.To find out arbitrariness and differentiation of associations of respondents the methodology “Opposites” has been adapted and used. It has been found out in pupils with MD the low level of mental operations development prevails. Among the reasons are underdevelopment of speech functions and their disconnection with practice, absence of flexibility and connection between different types of activity.The teacher is also considered to be responsible for the pupils’ level of MD, in particular he/she does not use enough illustrative-practical methods of teaching and does not stimulate concrete-imagery thinking in pupils. Partly responsible are the absence of the special means of teaching as well as distant form of education. Thus, in teaching geography the correctional component needs much improvement.
 Keywords: pupils with mental disorders (MD); mental operations; cognitive activity; geography; correctional component; corrective and developmental work; adaptation; educational process.

Visualising information in the educational process

Having exhausted the possibilities of intensifying the learning process in direct textual presentation of educational information, pedagogy turned to the patterns of activity manifestations of human mental functions. Overcoming the problems that have arisen with the massive penetration of clip thinking into educational processes requires both a significant modernisation of the educational process itself, and careful consideration of the features of the pedagogic situations created and the formation of an active attitude of teachers involved in the processes of upbringing pupils. The article examines the changes in the positions of participants in the educational process in connection with the intensively implemented technologies of visual presentation of educational information. The features of perception of oral and visualised educational information are described. The positive and negative features of the use of technologies focused on the development of visual thinking in pupils are noted. Aspects of the fractal movement of educational information are highlighted. Difficulties are noted in the introduction of technologies that apply procedures and methods of visual presentation of educational information. Some characteristics of the processes of creating visual images for pupils and their role in the didactic provision of the educational process are presented.

DEVELOPMENT OF CRITICAL THINKING OF PUPILS AND STUDENTS DURING DISTANCE EDUCATION IN THE CONDITIONS OF WAR

The article reveals the peculiarities of the development of critical thinking among students (both pupils and students) during distance learning in war conditions. It was determined that critical thinking is conscious, independent, reflective, purposeful, grounded, controlled and self-organized thinking, which consists of general methodological principles and strategies, a wide range of evaluation and justification procedures. It was found that the development of critical thinking not only helps students when working with information at school, but also creates a basis for the formation of logical thinking and reasoning. It is proven that the formation of critical thinking in students is based on the ability to show the individuality and uniqueness of everyone, to increase the flexibility of thinking, to formulate judgments and questions. It is established that management of the process of formation of critical thinking and development of pupils’ and students’ abilities presupposes, first of all, obtaining information about their real and potential levels. It was determined that the ability to develop critical thinking, to make independent and rational decisions, to learn throughout life are the main features that an education seeker should acquire. In the course of the study, it was established that the role of information and communication technologies in the process of distance learning in war conditions is especially important, because now only with their help do students of education, both pupils and students, develop critical thinking. It has been proven that in today’s conditions, critical thinking among students, both pupils and students, is formed with the help of such electronic educational platforms as Google Workspace, Google Classroom, New Knowledge, HUMAN.UA and online communication services and tools (Zoom, Skype, Team), basic Google services (Gmail, Calendar, Meet, Jamboard, Chat, Hangouts), YouTube platform.

MARKERS OF PROFESSIONAL COMPETENCE OF TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE

Introduction. The article is dedecated to the study of markers of professional competence of Ukrainian language and literature teachers. The pedagogue-philologist must master the art of speech, develop artistic and aesthetic taste, form moral and spiritual values, develop critical thinking of pupils in the institution of general secondary education on the lessons of Ukrainian language and literature. A philologist in the 21st century is a creative, professionally mobile and competitive person. In addition, he has an arsenal of all tools of competency-oriented approach to lessons of Ukrainian language and literature, which are implemented in the innovative content of education in the New Ukrainian School. Purpose. The purpose is to outline and explore markers of professional competence of Ukrainian language and literature teachers, which are indicators of modern quality education in the process of professional training of bachelor students. Methods. Such methods as analysis, synthesis, comparison, formalization and modeling has been used in the article. Results. Professional training of a teacher of philology is a thorough knowledge, skills and abilities in folklore, methods of teaching the Ukrainian language and methods of teaching the Ukrainian literature. The level of teacher’s professionalism is based on personal experience, on the unity of theoretical and practical training for educational activities, on the annual training, ie planning an individual trajectory of development. The study of academic disciplines in the Free Economic Zone is analyzed: folklore, methods of teaching the Ukrainian literature, methods of teaching the Ukrainian language; qualimetric approach to the selection of NUS textbooks for 5th grade and the use of certain services and platforms during the distance lesson. The study of Ukrainian literature and folklore in general secondary education is based on linguistic, historical and ethnographic, national-aesthetic and individual-psychological aspects. In the XXI century society dictates the requirements for teachers, educators, linguists, philologists as a moderator (administrator), a tutor (mentor), a facilitator (a person who provides group communication) in the modern educational space. The study of theoretical material plays an important role in mastering the methodology of teaching the Ukrainian language in higher educational establishment, but of particular importance is the practical and independent work of the student, various types of practice in institution of general secondary education, which qualitatively increases the level of professionalism. Accordingly, in the curricula language didactic readiness of future teachers to teach students in institution of general secondary education defined as a set of scientific language didactic knowledge and the formation of professional speech skills. Components of linguodidactic readiness of students in higher educational establishment: linguistic, speech, communicative, methodical, evaluative-regulatory, cross-cultural competences. For the future teacher of Ukrainian language and literature it is important to have folkloristic competence (folklore); pedagogical, literary and methodological competencies (methods of teaching Ukrainian literature); pedagogical, linguistic and methodological competencies (methods of teaching the Ukrainian language) to realize their own professionalism and competitiveness of the individual. Originality. The scientific novelty of the research results consists in the fact that for the first time the formation of key competencies of Ukrainian language and literature teachers has been analyzed on the basis of the study of mutual influence of such disciplines in higher education as folklore, Ukrainian language teaching methods, Ukrainian literature teaching methods. Special attention was also paid to the role of personal student’s experience. Also, for the first time, these competencies of the future teacher has been considered through the prism of the requirements of the New Ukrainian School. Conclusions. Thus, the professional competence of the future Ukrainian language and literature teacher is: a holistic system of thorough professional knowledge, methodological skills and abilities in various disciplines, a special role is played by folklore, methods of Ukrainian literature and the Ukrainian language; ensuring the replenishment of professional personal knowledge of the Ukrainian language and literature; flexibility of application of innovative methods of theoretical and methods of practical activity; critical thinking; self-reflection; desire for self-education as a continuous professional growth; qualimetric approach to the choice of textbooks. Formation of professional competencies of the future Ukrainian language and literature teacher of the New Ukrainian School in Kremenets Taras Shevchenko Regional Academy of Humanities and Pedagogy is in accordance with the requirements of European Standards EGS 2015, the Law on Higher Education, the National Qualifications Framework, the recommendations of the National Agency for Quality Assurance in Education (provided during the accreditation of the educational program Secondary Education (Ukrainian Language and Literature)). In the process of professional training of future teachers of Ukrainian language and literature, we must form both general and subject competencies during the study of disciplines from the cycle of professional training. It is proved that Ukrainian language and literature teacher needs to have a system of professional knowledge, methodological skills and innovative learning technologies.

Дистанционное обучение специализированным музыкальным дисциплинам: проблемы и пути решения

The scientific article is devoted the investigation of the most actual questions concerning distance educational form into the light of the specialized training disciplines a namely „Ensemble” and „Special class”. The author has approved that the problem of distance educational form in relation to underlined musical subjects is maximally indicated their practical nature, what have had presentation in the professional communicative sensation of general (simultaneous) performing act, in the process for development and correlation of musician's performing apparatus, in detail-hearing comprehension of particularity for artistic musically-expressive means a namely timbre and attack of sound, traits and articulation, strong and dynamic of instrument (vocal) sounding. The importance of introduction to the contemporary educational process the mixed thematic-integrated learning, specifically the synthesis of distance and full-time educational forms. This interaction must be in the presence of academic musical compositions solo at the training repertoires, specialized musical pieces that were written by vocational composer for playing only one performer-soloist (instrumentalist, vocalist). It is necessary to emphasize that maximally active, result way for keep qualitative high level of creatively artistic practice, musical lessons into the special class (wind wood and brass, drums, vocal, string-bowed, string-plucked specializations) is creative appeal of contemporary pedagogue-musicians to the academic compositions, that were written by authors in to performing form solo, namely the address to masterpieces for performing only one artist-soloist. These academic stagesingle musical pieces are artistically self-sufficient, at the same time, this kind compositions are performed by musician without fortepiano. The pieces of music solo absorb by the power of composer's talent, artistic thoughts the excellently most potential of artistically expressive possibilities, intonation sounding means one or another instrument (voice) - chord sounding (monophonic instruments), microinterval (microchromatics), sound oscillation, playing with four mallets, hidden polyphony and others. This type of compositions (music solo) will be giving the distance professional development of artistically expressive means for student's practice, the formation of independence concerning artistically imaginative thinking of pupils, as well as the upbringing of academic ensemble performing skills among contemporary students.

ABOUT THE ROLE OF THE SCIENTIFIC METHOD IN THE SPECIALIZED SCIENCE EDUCATION

The main idea of the article is considered the role of the scientific method, which is defined in the Law of Ukraine “On Education” the type of specialized education – science education. The general understanding of the scientific method place in research activity, research competence and for development of pupils’ scientific thinking has been described. The main aim of the implementation concept of science education in education is to teach students to adapt to the ever-changing environment of life, work and study. This process should be based on the application of scientific methods and the development of scientific thinking of pupils. Scientific method ‒ is a cognition instrument, and the educational process is aimed on the one hand to acquire new knowledge, and on the other - to teach students how using and improving personal approach for the effective application of the scientific method in personal purpose. It has been described the value of research activity for further human competitiveness. The main tasks of education are not so much scientific research and the educational process as education through research. The result of such education is interpreted as the constant demand for a student as a specialist in the field of knowledge. In this way, the purpose of science education is the formation of student's research competence, which in turn is based on research activities for the effective implementation of which the student must be able to use scientific methods. Therefore, in order to model a student's research competence and basic competencies in science and technology, it is necessary, among other things, to learn how to use the scientific method as a tool of cognition.

Building a system of non-standard tasks aimed at developing logical thinking of pupils

Building a system of non-standard tasks aimed at developing logical thinking of pupils

ОСОБЛИВОСТІ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ УЧНІВ БАЗОВОЇ ШКОЛИ У ВИВЧЕННІ МАТЕМАТИКИ

The article is devoted to the analysis and definition of features of development of critical thinking of pupils at lessons of mathematics. The author considers the main stages of development of the method of critical thinking of students (challenge, comprehension, stage of comprehension, reflection) and the specifics of its introduction into the process of studying mathematics by elementary school students

Specific features of interdisciplinary integration in teaching natural subjects

This article discusses the issues of mastering knowledge in biology of interdisciplinary learning, also due to the fact that the object and subject of research in the academic subjects of biology, chemistry, physics are close to each other, the knowledge of the whole essence of nature in interdisciplinary communication, content, changes, occurring in processes and events, a unified presentation of general and particular concepts available in these academic subjects, which provide for the formation in interdisciplinary communication when using skills and abilities and their introduction in practice. In addition, to develop the ecological thinking of pupils in the synchronous and asynchronous communication of biology teaching, modern teaching methods were used.

Дидактичний потенціал букстаграму як різновиду креолізованого тексту

The article investigates the method of working with a bookstagram in lessons of Ukrainian literature. bookstagram is considered as an element of modern educational discourse. The peculiarities of the bookstagram as a kind of creolized text that promotes creative comprehension of a work of art are analyzed. Creolized texts are now considered as an effective didactic tool, because they are easier to accept by modern pupils. The role of bookstagram in the development of creative thinking of pupils is traced, in particular, bookstagram is considered as a form of co-creation of the reader with the author of the work, a tool for modernizing Ukrainian literary classics and the school study of literature. The methodical bases of bookstagram application as a means of formation of reading culture and activation of interest of pupils to reading of the Ukrainian fiction are defined. The main functions of the book are the popularization of reading and the formation of reading competence of pupils, attracting attention to Ukrainian fiction, involving students in the constant use of library resources, the implementation of innovative forms of teaching Ukrainian literature at school. The article analyzes samples of bookstagrams created by pupils under the guidance of future teachers of Ukrainian language and literature during internships in secondary schools. Such joint activities of pupils and students-practitioners proved to be useful, because it helped to create an atmosphere of trust and increase motivation to read.

The technology of teaching pupils logical thinking

We regard the innovative educational environment as a means of developing pupils in the process of teaching natural science disciplines. The following was taken into account: the forms of logical thinking are understood as concepts, judgments, inferences; the definition of a concept assumes a classification, which is possible on several grounds. An algorithm for teaching pupils to classify is presented on examples from a school course in biology. The pedagogical conditions of the effectiveness of the formation of logical thinking of pupils on natural science material in the new educational environment are revealed: the use of a system of special tasks aimed at the formation of logical thinking; strengthening the activity ofpupils in solving Olympiad problems; application of the system of didactic games using multimedia presentations.

ОСОБЛИВОСТІ ТЕХНОЛОГІЇ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ УЧНІВ ПРИ ВИВЧЕННІ ФІЗИКИ У ЗАКЛАДАХ ПОЗАШКІЛЬНОЇ ОСВІТИ

The article covers aspects of the development of thinking of pupils of out-of-school educational institutions in physics circle. The attention is focused on the education tasks of the new Ukrainian school, comprehensive development of a person capable of critical thinking. It is stated that the best types of organization of pupils' activity in critical thinking forming are group and collective work, since critical thinking has a social nature. It is emphasized that classes in out-of-school institutions are most often conducted in such forms. Four main stages of critical thinking formation are distinguished on the basis of the analysis of the psychological and pedagogical literature. The basic principles of construction of critical thinking formation technology in out-of-school institutions on the example a physics circle is considered. They include problems of content, information saturation, communicativeness, motivation and need for knowledge, scientific, authenticity and accessibility, social conditioning. The principles of technology for the critical thinking development are implemented through the introduction of pedagogical and didactic conditions. In practice, the process of critical thinking forming is accomplished by incorporating into the content of the group lessons special tasks that require higher-level thinking; organizing pupils' activities during the class as a study of a particular problem. It is provided interactive interaction of pupils with each other, the development of skills to formulate conclusions independently, analysis of the graphs, schemes, results of experiments. It is stated that the result of the lesson is the formation of their own judgments, not the assimilation (learning) of known facts. The teacher in training constantly evaluates the result of pupils' activity using feedback on the basis of research activity. The organization of holding a class on physics is considered and an example of a practical problem contributing to the critical thinking development is given. It is suggested to purposefully form critical thinking by selecting tasks in which pupils are forced to choose optimal frames of reference, to analyse the obtained solutions for the sake of reliability, to draw analogies between physical processes, to establish hidden connections between physical processes, to solve hybrid problems from various sections of physics.

КРИТЕРІЇ ТА ПОКАЗНИКИ МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ У ПРОЦЕСІ РОЗВИТКУ ЛОГІЧНОГО МИСЛЕННЯ УЧНІВ

In the article we reveal the influence of methodical training of the future teacher of mathematics on the development of logical thinking of future teachers. We substantiate that the effectiveness of the development of logical thinking of students in mathematics lessons depends on the quality of methodological training of mathematics teachers in the free economic zone. Our experience in training future teachers of mathematics, allowed us to identify the criteria of methodological competence of mathematics teachers in the development of logical thinking of students: motivational, cognitive and activity; to characterize indicators of methodical competence of the teacher of mathematics in the course of development of logical thinking of pupils. We characterize the motivational criterion as the need of future mathematics teachers to master the methodological knowledge, skills and abilities for the development of logical thinking of students. The motivational criterion is revealed by the following indicators: professional orientation on the development of students' logical thinking; motivation for self-improvement in methodical activity. The cognitive criterion reflects the knowledge of future mathematics teachers of the logical component of students' mathematical competence. Indicators of the cognitive criterion of methodological competence of a mathematics teacher in the process of development of logical thinking of students are: completeness of theoretical knowledge of the logical component of mathematical competence of students; familiarity with the methods of developing students' logical thinking in mathematics lessons. The activity criterion shows the ability of future mathematics teachers to develop students 'logical thinking and involves mastery of methods for developing students' logical thinking. Indicators of the activity criterion of methodical competence of a mathematics teacher in the process of developing students' logical thinking are: the ability to use theoretical knowledge in practice; ability to develop the logical component of students' mathematical competence; the ability to generate new ideas aimed at improving the development of logical thinking of students. Selected criteria and indicators of methodological competence of mathematics teachers in the development of logical thinking of students reveal the importance of the ability to form a logical component of mathematical competence of students and determine the content of methodical activities of teachers in the development of logical thinking of students.

Teaching Slovak Language and Literature in the 1st Grade of Grammar Schools: the Verification of the Development of Critical Thinking of Pupils

Abstract Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.

Implementation of the Critical Thinking Strategies in the School Subject Technology: A Preliminary Study

The theoretical starting points of this treatise are based on the repeating demands coming from real practice regarding improvement of critical thinking of pupils at primary schools in the Slovak Republic. The question is – to what extent is the topic of critical thinking being introduced and implemented in the educational process by our teachers? The answer to this and also many other questions was explored via research that was carried out within the frame of APVV-15-0368 project called Practical Training in the Centre of Field Didactics, the Field Didactics in the Centre of Practical Training. The main goal of this treatise is to present the research outcomes regarding implementation of the critical thinking strategies within the subject Technology at primary schools in the Slovak Republic. Teachers have stated that the biggest importance is generally ascribed to the deployment of various teaching aids, acquisition of practical skills and frequent contact with technical materials and tools.

Is critical thinking (not)available to pupils of early school education?

The modern world needs people who think, those who think critically, who can function well in a rapidly changing reality. In order to educate such people, their education should be started as early as possible, preferably at the early school education stage. Are the pupils at this stage capable of critical thinking? The article presents the results of research on the development of critical thinking of pupils of third grade of primary school. Children from the experimental class during the preliminary tests did not show high mathematical competences related to the ability to solve unusual tasks and thus did not demonstrate the ability to think critically. During the experimental classes, the experimenter constantly provoked pupils to think using atypical tasks with a deficit or contradiction of data, with an ambiguous solution or with an unrealistic content (senseless in life). As a result of these exercises, in final tests children critically analysed the content of the tasks and data and were reflective at the same time: they perceived the data shortage, they saw the contradiction of data, they noticed the ambiguity and looked for any possible solution, they saw the lack of realism, they completed the missing data and corrected contradictory data and they changed the unreal data to the real ones. Therefore, critical thinking is available to pupils of early school education. Only we have to allow them do it.

Analysis of Curricular Content that Urges the Development of Critical Thinking of Pupils in Kosovo Schools

Abstract The development of critical thinking is conditioned by the action of many factors. To highlight this fact, I have focused on the opportunities offered by textbooks, teachers and learning activities for the development of the critical thinking of primary school pupils in Kosovo. The study begins from the idea that recognizing these opportunities opens the way for further improvement. The study was conducted with the participation of teachers and students. The textbooks of the primary school in Kosovo were also studied. The study has descriptive and mixed nature. His descriptive character is related to the description of the possibilities for the critical thinking development in the primary school, and the mixed character of methodology is related to the mixed nature of the collected data: textual facts, teachers’ opinions, learning practice / activities. The design of this research was conducted by combining three main methods: content analysis, interview and observation, by comparing each-other’s results of content analysis (tabs), teacher’s interviews, and observation in classes. This was done by analyzing the content of 24 textbooks (Literary anthology 1-5, Albanian Language 1-5, Civic Education 3-5, History 5, Art 1-5 and Music 1-5), 336 teachers were also interviewed and 336 lessons were observed. To collect data from the textbooks, an internationally recognized instrument for critical thinking has been modified, which is then adapted for the construction of an interview guide as well as for observing classroom activities. The study’s findings are interesting and important: it is noted that: the texts contain considerable opportunities for developing critical thinking, teachers have positive attitudes and classroom activities have useful elements that contribute to the development of critical thinking. Also, there are some differences from text to text, from teacher to teacher, and from one lesson to another. The study conclusions are descriptive and show which texts, opinions, and activities develop more critical thinking and which ones need further review and improvement. We come to some useful conclusions for both curriculum compilers (authors and publishers), their implementers, and inspectors.