scholarly journals DEVELOPMENT OF LOGICAL THINKING IN PRIMARY SCHOOL STUDENTS IN PHYSICS LESSONS

2020 ◽  
Vol 1 (73) ◽  
pp. 144-149
Author(s):  
A. Silveistr ◽  
M. Мokliuk
Keyword(s):  
Primary School ◽  
Logical Thinking ◽  
Primary School Students ◽  
School Students

THE FORMATION OF LOGICAL THINKING OF PRIMARY SCHOOL STUDENTS IN THE PROCESS OF TEACHING THE DISCIPLINE "CHESS"

2017 ◽  
Vol 73 (12) ◽  
Author(s):  
Marsunov Savr Nikolaevich ◽  
Burlykov Vladimir Danzanovich ◽  
Burlikova Elmita Borisovna ◽  
Proshkin Sergey Nikolaevich ◽  
Syukiev Dmitry Nikolayevich
Keyword(s):  
Primary School ◽  
Logical Thinking ◽  
Primary School Students ◽  
School Students

scholarly journals FORMATION OF LOGICAL THINKING AND SPEECH SKILLS OF ELEMENTARY CLASS STUDENTS

2021 ◽  
pp. 31-41
Author(s):  
Sh. Sh. Ontuganova ◽  
A. Zhapbarov
Keyword(s):  
Primary School ◽  
Thinking Skills ◽  
Logical Thinking ◽  
Primary School Students ◽  
School Program ◽  
School Students ◽  
The World ◽  
Action Taking ◽  
Quality Learning ◽  
Logical Process

Only with logically correct thinking and understanding, we distinguish between cause-and-effect relationships, dependence on each other, the origin and path of development of things around us. The process of logically correct thinking expands the student's ability to treat his assumptions skeptically and critically, thereby deepening and expanding his understanding of the world, existence and being. The logical process is the result of scientific knowledge of the world, memorization of objects and phenomena of the external world in the human brain, consideration of the correct forms and laws, rules of this image. Logical methods of thinking cannot be formed independently from the day children come to school, for this the teacher must lay the foundations of logical knowledge and skills. It is necessary to work out the material, describing each action taking into account the age capabilities of children, hence the use of a large number of logical tasks in teaching is an important factor in quality learning. And the assimilation of logical techniques, forms of thinking, concepts, judgments to primary school students by conclusions is provided by the primary school program. This article discusses the pedagogical prerequisites for performing a system of tasks in the main subjects of primary school as a way of forming logical thinking skills of younger schoolchildren, skills and means of practical study of logical concepts.

scholarly journals SYSTEM-ACTING APPROACH FOR DEVELOPMENT OF MATHEMATICAL COMPETENCIES RELATED TO THE VALUE ”MASS” IN THE EDUCATION IN MATHEMATICS FOR GRADES 1-4

2020 ◽  
Vol 17 ◽  
Author(s):  
Maria Temnikova
Keyword(s):  
Primary School ◽  
School Education ◽  
Logical Thinking ◽  
Primary School Students ◽  
School Students ◽  
Theoretical Concepts ◽  
Group Activities ◽  
Mathematical Competencies ◽  
Productive Activities ◽  
Research Studies

The development of knowledge, skills and competences related to values and their measuring units represents an important part of the overall education in mathematics for primary school students in Grades 1-4. The research studies different theoretical concepts related to the competences and the approaches in the primary school education. Based on the analysis of the respective legislation the researcher presents interconnections between the specific mathematical competences and the term “mass” from the competency cluster “Measurement”. The newly developed methodology system of work for learning the term “Mass” is applied during both the mandatory and the additional mathematics classes in Grades 1-4. Different approaches for education are simultaneously applied but priority is given to the system-acting approach with the idea to achieve unification between the act of teaching and the control of the cognitive and practical productive activities of the students. As a result of applying the newly developed methodology system of work the students actively participate in the pedagogy interrelations and co-operation with the rest of the students, they have the opportunity to express their own intellectual and emotional potential. When the students make mistakes, during the practical individual, team and group activities they get the opportunity to correct these mistakes and to develop their own logical thinking.

scholarly journals Development of combinatorial abilities of students in the process of developing compositions of mathematical problems

2021 ◽  
Vol 98 ◽  
pp. 04003
Author(s):  
Aleksander Savenkov ◽  
Marina Romanova ◽  
Lkhamtseren Bold
Keyword(s):  
University Students ◽  
Primary School ◽  
Psychosocial Development ◽  
Cultural Development ◽  
Cognitive Factors ◽  
Logical Thinking ◽  
Primary School Students ◽  
Future Teachers ◽  
School Students ◽  
Mathematical Problems

Well-developed combinatorial abilities are an essential component of the professionalism of a modern primary school teacher. The goal of the present study is to search for methodological techniques for lessons on the methods of teaching mathematics in primary school that would activate the interconnection of logical thinking and several non-cognitive abilities of teachers in training. Said interconnection is viewed as a means allowing diagnosing and developing the combinatorial abilities of future primary school teachers. The study implements testing methods with consecutive mathematical processing. Assessment of the non-cognitive factors (the level of general cultural development, general humanitarian training, characteristics of the microenvironment, the level of general psychosocial development, etc.) involved the methods assessing academic success and psychosocial development level, as well as expert assessment of the level of general cultural development. These data were compared with the level of development of pedagogical university students’ logical thinking determined through Raven’s Progressive Matrices. The forming stage of the study involved original methodological techniques used to stimulate university students’ interest in creating compositions of textual mathematical problems for primary school students. The proposed methodological solutions to the problems of the diagnostics and development of combinatorial thinking in future teachers understood as a combination of logical thinking and several non-cognitive factors have shown themselves to be effective. The development of compositions of textual mathematical problems for primary school students is an effective means of developing future teachers’ combinatorial abilities.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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