scholarly journals METHODOLOGICAL FEATURES OF FORMATION OF THE CULTURE OF CRITICAL THINKING OF PRIMARY SCHOOLCHILDREN

2022 ◽  
Vol 1 (2) ◽  
pp. 28-34
Author(s):  
MARIIA LIONENKO
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Climate ◽  
Primary Schoolchildren ◽  
Methods And Techniques ◽  
Correct Application ◽  
Reproductive Style ◽  
Tools And Methods

The article deals with the methods and techniques for the development of critical thinking of primary schoolchildren, which are fundamentally different from the reproductive style of learning. The development of critical thinking of students can largely meet the requirements of modernity, namely: the content of education is considered not as a material for learning, but as a material for research; the student in this system is one of the main subjects of cooperation; the teacher, acting as an assistant, encourages students to maximum cognitive activity, maintains a creative psychological climate through co-creativity with students. It is noted that for the quality organization of the educational process and achievement of the set goals it is important to correctly apply the tools and methods of development of critical thinking. The article suggests a detailed description of the basic methods and techniques for the development of critical thinking and features of their application at primary school lessons. It is noted that the technologically correct application of methods and techniques for the development of critical thinking will promote active learning of students and form a culture of critical thinking.

Using Debates to Teach the Psychology of Women

1993 ◽  
Vol 20 (1) ◽  
pp. 35-38 ◽  
Author(s):  
Lisa B. Elliot
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Student Evaluation ◽  
Educational Process ◽  
Teaching Tool ◽  
Specific Procedure ◽  
Classroom Discussions ◽  
Class Participation ◽  
Psychology Of Women ◽  
Class B

I summarize my experiences using debates as a teaching tool for a course on the psychology of women. Although formal debates are typically thought of as competitive and adversarial, the debate format encouraged class participation, active learning, cooperation, critical thinking, and reading ahead of the class meeting. The project was a stimulating and rewarding experience for most of the class and an excellent way to inspire classroom discussions. This article covers (a) introducing the debate to the class; (b) specific procedure, including debate preparation, timing, judging, and discussion sessions; (c) procedures for judging (but not grading) the debates; (d) student evaluation of the debates; and (e) how debates can be used to empower students and enhance the educational process.

scholarly journals PROBLEMS IN TEACHING FOREIGN LANGUAGE

World Science ◽  
2020 ◽  
Vol 2 (2(54)) ◽  
pp. 18-21
Author(s):  
Elena A. Veliyeva
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Learning Process ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Search Problem ◽  
Theoretical Understanding ◽  
Motivation For Learning ◽  
The Creation

This article discusses the problems of teaching a foreign language at a technical university at the present stage. The problem of deepening cognitive activity, strengthening the independence and creativity of students is one of the stimulating tasks in pedagogy. The modern orientation of education towards the formation of a person’s competence in activities and communication presupposes the creation of didactic and psychological conditions in which a student can show a personal position, individuality, express himself as a subject of training. And, namely, the student is involved in the process of educational activity with varying degrees of activity. The article also describes three levels of cognitive activity of students: reproducing, interpreting and creative. The first level, reproducing, is characterized by the desire of students to understand, remember, reproduce the acquired skills, mastering the ways of performing actions on the model. The interpretation level implies a desire to comprehend the meaning of what is being studied, to apply knowledge and mastered methods of activity in new educational conditions. The creative level, on the other hand, provides students with a readiness for a theoretical understanding of knowledge, an understanding of the connections between objects and phenomena, an independent search for solutions to problems. The article analyzes passive and active learning, depending on the level of cognitive activity of students in the educational process. With passive learning, the student acts as an object of educational activity (monologue lectures, reading literature, demonstrations) and does not perform any problematic, search tasks. With active learning, the student becomes the subject of educational activity, enters into a dialogue with the teacher, actively participates in the cognitive process, performs creative, search, problem tasks. Moreover, in this article, based on the objective laws of the process of cognitive activity of a person, information on problem education is given. And, namely, the basis of the theory of problem-based education is: 1. purposefulness (i.e. not one goal is to study the material, but several - educational, educational, developing); 2. The problematic structure of educational material; 3. A combination of creative and reproductive teaching methods; 4. duality of the learning process (the listener is not a passive object of pedagogical activity, but an active subject of the learning process); 5. The corresponding structure of knowledge; 6. systematic motivation for learning (the formation of students' cognitive needs and interest in knowledge). It is also noted that when implementing the principle of problem-based learning, a whole series of psychological and related problems arise, primarily with the creation of a problematic situation corresponding tasks to be solved. This article provides solutions to these problems.

scholarly journals Professional Activity of an Elementary School Teacher with Students of the Alpha Generation

2021 ◽  
Vol 7 (1) ◽  
pp. 26-35
Author(s):  
Marianna V. Horvat ◽  
Mariia I. Kuzma-Kachur
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Educational Process ◽  
Primary School Children ◽  
Modern World ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Methods And Techniques

The study substantiates the relevance of the problem of professional activity of primary school teachers with students of the Alpha generation, presents the chronology of generations in Western Europe, the theoretical analysis of publications of scientists to study the features of the 21st century with the active introduction of digital technologies in society. The purpose of the study is to analyse the specific characteristics of children of the Alpha generation and substantiate the methods and techniques of professional activity of modern primary school teachers with them. In modern world, the field of digital technology is developing rapidly, and children are exposed to their influence from birth. In the course of the study, the authors analysed the scientific literature on philosophy, psychology, and pedagogy, analysed the factors influencing the development of psychological characteristics of students of the Alpha generation, conducted interviews with leading teachers and trainers to optimise the educational process in primary school. The authors recommend methods and techniques for organising the educational process in primary school, which are aimed at achieving the goals and objectives declared in the State Standard of Primary School and the Concept of the New Ukrainian School: nonviolent communication, storytelling, team building, game situations, interactive technologies, and problem-solving methods. Emphasis is placed on finding ways to combine digital technologies with teaching methods that would promote the development of creative and critical thinking. The practical value of scientific research lies in the analysis of the characteristics of modern primary school children born and raised in the digital society, and the presentation of methods to enhance their cognitive activity and the development of subject-subject relations on a partnership basis

scholarly journals MÉTODOS ACTIVOS DEL APRENDIZAJE EN LA EDUCACIÓN.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Norberto Valcárcel Izquierdo ◽  
Luis Quintana López ◽  
Carlos Fuentes Martínez
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Educational Process ◽  
Participatory Methods ◽  
Learning Methods ◽  
Palabras Clave ◽  
Methods And Techniques ◽  
Direct Reflection

En el contexto de la educación médica, se hace necesaria la integración de los métodos activos del aprendizaje con las formas y escenarios de la educación en el trabajo, es por ello que el presente artículo se dirige hacia la reflexión de cómo dirigir el proceso docente educativo, con la utilización de los métodos y técnicas participativas, que lleven al estudiante hacia su formación integral. Palabras clave: Educación médica. Métodos activos del aprendizaje. ABSTRACT The integration of active learning methods with forms and stages of education in work is necessary in the context of medical education, which is why this article addresses how to direct reflection of the educational process with the use of participatory methods and techniques, with the student to their comprehensive training. Keywords: Medical education, learning active methods Recibido: diciembre 2014Aprobado: enero 2015

scholarly journals METHODS AND TECHNIQUES FOR ORGANIZATION OF MULTICULTURAL EDUCATION OF FUTURE TEACHER

2017 ◽  
pp. 126-137
Author(s):  
Leila Sultanova
Keyword(s):  
Critical Thinking ◽  
Multicultural Education ◽  
Teaching Methods ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Future Teacher ◽  
Self Control ◽  
Professional Activity ◽  
Methods And Techniques ◽  
The Future

The important characteristic of the future teacher in the higher pedagogical educational institution is theoretical knowledge of multicultural education and practical skills necessary for the successful professional activity. Therefore, the efficiency of the cognition process when studying disciplines aimed at multicultural education of the future teacher in the higher educational institution is essential and depends entirely on the cognitive activity of the student. The achievement of this goal depends not only on the content of studies but also on the fact what methods and techniques of teaching are chosen for the organization of the process of multicultural education.We have analyzed most common classifications of teaching methods. We have found that the classification proposed by Yu. K. Babanskiy is appropriate in the choice of teaching methods for the discipline "Multicultural Education of the Future Teacher in the Higher Education Institution". Accordingly, we have selected and characterized the following three groups of methods: methods for the organization and conducting of the educational and cognitive activity; methods for the stimulation and motivation of the educational and cognitive activity; methods for control and self-control of the educational and cognitive activity. In addition, we have worked on the training in the development of critical thinking that involves the use of such methods and techniques as: the method of cluster analysis; the method of the use of questions which helps to develop critical thinking («Bloom's Camomile»); techniques for the analysis of information quality (separation of judgments, assumptions and assertions; use of technology of effective reading (INSERT), and the like.

CREATIVE APPROACHES TO THE TEACHING SOCIOHUMANITARIAN DISCIPLINES, IN THE TRAINING OF GENERATION “Z” REPRESENTATIVES

2020 ◽  
pp. 55-67
Author(s):  
Tatiana Kadlubovich ◽  
Darina Chernyak
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Cognitive Activity ◽  
Communication Technologies ◽  
Value Orientations ◽  
Educational Process ◽  
Generation Z ◽  
Information And Communication ◽  
Everyday Reality ◽  
Independent Work

The article deals with the value orientations, attitudes, life views of modern students - representatives of Generation “Z”, for whom digital technologies are an everyday reality. The experience of working with students during class and independent work is given. The authors, based on the latest research, prove that the modern generation with its peculiarities needs new creative methods and teaching methods that will take into account the specifics of cognitive activity of modern youth, its values, needs, psychological characteristics and technical skills. It is necessary to change not only teaching and learning methods, but also the style of communication between the subjects of the educational process, the form of presentation of information, knowledge, preparation of a new type of educational and methodical literature, active use of information and communication technologies.

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

2021 ◽  
pp. 030641902199904
Author(s):  
Elena Bartolomé ◽  
Paula Benítez
Keyword(s):  
Active Learning ◽  
Failure Mode ◽  
Mechanical Engineering ◽  
Failure Modes ◽  
Collaborative Study ◽  
Project Based Learning ◽  
Educational Process ◽  
Effect Analysis ◽  
Questions And Answers

Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

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