Cross-Cutting Approach in the Formation of Critical Thinking of Primary School Learners
Keywords:
Critical Thinking, Primary School Learner/Child, Comprehensive Ability, Signs and Levels of Formation, System of Exercises, Expert Assessment, Educational Sector, New Ukrainian SchoolAbstract
The article reveals the psychological and pedagogical aspects of the formation of primary school learners’ critical thinking. The purpose of the article is to analyze the psychological and pedagogical aspects of the formation of primary school learners’ critical thinking and to experimentally verify the influence of the developed system of exercises of end-to-end application in the educational process on the level of formation of primary school learners’ critical thinking. Research hypothesis: the developed system of exercises for end-to-end application in the educational process of a modern primary school will ensure not only in-depth learning of academic subjects, but also a significant increase in the level of formation of critical thinking skills of primary schoolchildren. To achieve the goal and test the research hypothesis, a complex of empirical methods was used: diagnostic, observational, prognostic, experimental, and methods of mathematical statistics. Pupils were offered to complete tasks developed in accordance with the signs of critical thinking and their findings. The analysis of the expert assessment of the final verifications of the respondents confirmed the effectiveness of the selected methodical positions and the implemented system of exercises aimed at actively forming primary school learners’ critical thinking. The number of primary school learners with a high level of critical thinking in EG increased by 12.99% compared to CG, with an average level – by 12.86%, and with a low level – by 25.84% decreased, compared to CG.
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