scholarly journals Critical Thinking Development of Primary School Pupils by Means of Inventive Problems

2021 ◽  
Vol 26 (1) ◽  
pp. 28-40
Author(s):  
Iryna Gavrysh ◽  
Svitlana Dotsenko
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Education ◽  
Developed Countries ◽  
Initial Stage ◽  
Educational Programmes ◽  
Key Competencies ◽  
The Subject ◽  
Primary School Pupils ◽  
Alternative Solutions

The purpose of the research is to determine the effective tools for the critical thinking development for primary school pupils. Methodology. The retrospective analysis of the primary education systems development in Ukraine and in highly developed countries was used, the primary school is determined to be the initial stage of the pupils’ critical thinking development. The material of the study is primary school educational programmes, branches of education, and existing academic subjects, it indicates the necessity to develop and implement the particular subject, and its aim is to develop critical thinking and the abilities to express one’s own opinion, assess risks and solve problems. According to the State Standard of Primary Education the key competencies require the following skills: creativity; initiative; the abilities to justify one’s position logically, to manage emotions constructively, to assess risks, to make decisions, to solve problems, to cooperate with others. Results. The article clarifies that critical thinking is a type of thinking aimed at solving problems, namely studying the argument line (hypotheses, criteria, definitions, arguments, facts, etc.), analyzing alternative solutions; forecasting and assessing consequences. It is proved in practice that inventive problems serve as an effective way to develop critical thinking. The basis of such problems is the theory of inventive problem solving (TIPS). It is determined that an inventive problem contains a cognitive contradiction, its solving promotes the pupils’ critical thinking development. The authors’ subject ‘Eureka’ for pupils of 2-4 classes is offered. Its aim is to develop pupils’ critical thinking, creative and inventive abilities, and also primary skills to carry out natural science researches. The results of the subject approbation are given. Conclusions. Primary school pupils’ critical thinking development can be achieved through the introduction of a range of new subjects at the initial stages of education. The aim of such subjects is to teach pupils to solve inventive problems.

scholarly journals Historical and linguistic commentary in the process of studying the Ukrainian language by students of pedagogical faculties

HUMANITARIUM ◽  
2019 ◽  
Vol 44 (2) ◽  
pp. 64-71
Author(s):  
Ljudmila Dovbnia
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Developmental History ◽  
School Teachers ◽  
Primary School Teachers ◽  
History Of ◽  
The Subject ◽  
Primary School Pupils ◽  
Language Teaching Methods ◽  
Linguistic Approach

The article considers the view that the students of pedagogical higher educational establishments need to understand the facts of modern Ukrainian not only in relation to its functioning (synchronic approach), but also regarding its genesis and development (diachronic approach). In particular, the author discusses the necessity of adding a subject «The Ukrainian Language: Genesis and Functioning» to the curriculums of the specialty «Primary Education» due to the fact that the students should obtain certain linguistic competences. The mentioned subject aims to provide the students, who are going to be primary school teachers, with a thorough understanding of the Ukrainian language developmental history in general and the genesis of common phonetic and morphological phenomena in particular so that they could understand general directions of language system evolution.In addition, the subject will contribute to the broadening of students’ general knowledge, their competences concerning Ukraine, the development of logical thinking, better understanding of their native language essence.The aim of the article is to justify the viability of adding a subject «The Ukrainian Language: Genesis and Functioning» to the curriculums of the specialty «Primary Education» considering the fact that the students of this specialty should obtain certain linguistic competences, that the subject has intellectual and educational resources, and to propose the substantial content for the course.Numerous works of Ukrainian scientists are dedicated to the issues of linguistic training for the specialists in Pedagogy including primary school professionals. Among these works, we should distinguish the studies by M. Vashulenko, V. Sobko, N. Kypychenko, S. Skvortsova, Yu. Vtornikova et al, who analyzed the current approaches to acquire linguistic competences by students, the ways and the means to intensify primary school pupils’ knowledge of Ukrainian. In these works, the authors pay attention to the general issues of the Ukrainian language teaching methods in primary school and to the formation of linguistic and oratory skills for teachers in Ukrainian speaking space, the professional and communicative as well as terminological competences for the future primary school teachers.At the same time, it is worth noting that in Ukrainian linguodidactics there are no works dedicated to the issues of future primary school teachers’ learning of the selected important details about developmental history of phonetic and grammatical systems of Ukrainian, and that is why this paper is of great importance.In the paper, the author highlights the didactic specificity of the subject «The Ukrainian Language: Genesis and Functioning», justifies the importance of historical and linguistic approach to the analysis of modern linguistic facts, suggests the topics and questions for the studying program of the mentioned subject.

scholarly journals Linkage between interests and verbal fluency of primary school pupils

Psihologija ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 311-325 ◽  
Author(s):  
Slavica Maksic ◽  
Lazar Tenjovic
Keyword(s):  
Primary School ◽  
Verbal Fluency ◽  
Creative Thinking ◽  
Basic Characteristic ◽  
School Achievement ◽  
Scientific Interest ◽  
Theoretical Assumptions ◽  
The Subject ◽  
Primary School Pupils

The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.

CONSTRUCTION OF NEGATIONS IN THE CONTEXT OF CRITICAL THINKING FOR PRIMARY SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 454-463
Author(s):  
Anita Sondore ◽  
Elfrīda Krastiņa ◽  
Pēteris Daugulis ◽  
Elga Drelinga
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Correct Usage ◽  
Study Results ◽  
Study Programs ◽  
Study Process ◽  
Primary School Pupils ◽  
Different Levels

In the modern study process it is important to teach pupils critical thinking and involvement in decision making. Formulation of negations and construction of counterexamples is one of the ingredients of critical thinking which are stressed in the new project of the mathematical standard for primary school „Skola 2030” in Latvia. The goal of this study is to analyze experience and skills of primary school pupils and students of teacher study programs, which are related to the ability to formulate negations and counterexamples. A qualitative and quantitative analysis of questionaire answers given by pupils and future teachers is performed in this study. Results of this study show that pupils make mistakes constructing negations and counterexamples. Teachers also have problems constructing correct assertions. These observations should stimulate universities to pay attention to teacher preparation in this sense. Teachers should teach correct usage of the negation operation at different levels of difficulty and correct construction of counterexamples.

scholarly journals Kinesthetics as a factor of pedagogic effectiveness of vocal and choral education of primary school pupils

2019 ◽  
pp. 189-191
Author(s):  
Natal'ya V. Gorbachyova
Keyword(s):  
Primary School ◽  
Comprehensive Analysis ◽  
School Age ◽  
Topical Problem ◽  
Main Method ◽  
Choral Pedagogy ◽  
Initial Stage ◽  
Primary School Pupils ◽  
Primary School Age ◽  
To Receive

The article is devoted to the topical problem of increasing the effectiveness of vocal and choral lessons with primary school pupils. In particular, in the conditions of general availability and speed of obtaining information, pupils are determined to receive a quick "visible" result. As an effective method for solving this problem, according to the author, the kinesthetic method is used in vocal and choral classes not as an auxiliary method, but as the main method, where vocal and choral training becomes its natural continuation. The article is devoted to a detailed analysis of the kinesthetic method, the justification of its effectiveness in vocal and choral classes. A comprehensive analysis of the application of the kinesthetic method in vocal and choral pedagogy of primary school age is carried out. The idea of the effectiveness of the kinesthetic method in this age category is substantiated, since at the initial stage of training the child goes through several stages of personal growthand development, the combination of which greatly complicates the process of obtaining basic skills.

scholarly journals Pedagogical Conditions for Digital Citizenship Formation among Primary School Pupils

2021 ◽  
Vol 13 (3) ◽  
pp. 95-115
Author(s):  
Olga Fediy ◽  
Liudmyla Protsai ◽  
Nataliia Gibalova
Keyword(s):  
Primary School ◽  
Critical Evaluation ◽  
Educational Process ◽  
Digital Citizenship ◽  
Control Applications ◽  
World Community ◽  
Project Method ◽  
Initial Stage ◽  
Primary School Pupils ◽  
First Time

The digitalization of the world community implies the need for preparing the citizens for active activities in the virtual environment, critical evaluation of information content, and safe behavior on the internet. Additional importance, in this context, is to be attributed to the need for the formation of digital intelligence (DQ). The initial stage of DQ development is specifically important, as involves the development of digital citizenship. The article presents the results of scientific theoretical and experimental research on the problem of primary school pupils’ digital citizenship formation. The scientific novelty is that for the first time the concepts of “primary school pupils’ digital citizenship” and “a digital citizen”, as well as the criteria, indicators, and levels of its development, have been specified. In addition, the pedagogical conditions of digital citizenship formation have been defined as the project method implementation, based on digital citizenship content; the use of parental control applications; the use of didactic infographics in the informational and educational environment. The article presents the pedagogical model of school pupils’ digital citizenship formation in the educational process. The study was conducted on the basics of the Poltava V. G. Korolenko National Pedagogical University (2018-2020).

Girls' Education and its Economic Contribution to Less Developed Countries

2014 ◽  
pp. 245-258
Author(s):  
Mahamadou Yahaya
Keyword(s):  
West Africa ◽  
Primary School ◽  
Primary Education ◽  
Education System ◽  
Developed Countries ◽  
Economic Factors ◽  
The World ◽  
Economic Contribution ◽  
Complex Relationships ◽  
Traditional Roles

This chapter examines girls' education in Niger, one of the Least Developed Counties (LDCs) located in West Africa with one of the lowest literacy rates in the world. Hence, primary education is compulsory. The education system is open equally to boys and girls; however, the facts are that, the girls have fewer opportunities for primary school to six grades. Gender traditional roles and economic factors are a great set back to the girls' education in the country. This chapter tries to investigate the complex relationships around the objectives and visions of parents and Government toward girls' education.

Turning Social Problems Determined by Pre-service Teachers into Course Content in Primary Education

2021 ◽  
Vol 9 (2) ◽  
pp. 151
Author(s):  
Ahu Taneri
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Social Problems ◽  
Teaching Practice ◽  
Teaching Method ◽  
Teaching Practicum ◽  
Course Content ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
Key Competencies

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

Sign in / Sign up

Export Citation Format

Share Document