THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING
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| Format: | Artículo científico |
| Langue: | en |
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Universidade Estadual do Sudoeste da Bahia
2020
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| _version_ | 1876448241011130368 |
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| author | A. Zh. Ovchinnikova |
| author_facet | A. Zh. Ovchinnikova |
| contents | THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING A. Zh. Ovchinnikova B.N. Lazarev M.V. Lazareva I.V. Tigrova Educación technology development junior student Logical thinking criteria and levels The article takes a new look at the method of developing logical thinking in junior students based on the correlation between the original and the model and making it possible, unlike traditional methods, to develop students’ speech thinking, intellectual structures, and logical operations more effectively. With the aid of the epistemological, systemic-activity, and milieu approaches, a strategy for developing students’ logical thinking through project-based learning that is premised on the correlation between the original and the model is determined. It ensures the effective development of a) schoolchildren’s intellectual activity b) thinking c) logical memory. The study proves the effectiveness of the presented technology, that implies 1) immersing in the project as well as specifying its goals and objectives; 2) organizing and planning students’ activities; 3) working out the main stages of the project; 4) carrying out the project and its presentation; 5) evaluating the results. Based on the research data, the following criteria were singled out analysis, synthesis, comparison, classification, generalization, and some other criteria, which allowed determining three levels of the development of the phenomenon in question. Our method provides for a significant improvement of the results of the research and ensures the formation of research, informational, regulatory, and analytical universal learning activities (ULAs). The assessment of the effectiveness and validity of the proposed method are corroborated by calculations for the Fisher’s criterion (φ*-criterion). The comparative results of the research before and after the experiment at the high level are 3.564. The obtained empirical values of φ * are in the area of significance. H0 is rejected (the significance axis = 1.64–2.31). Thus, the method in question has a serious impact on the development of logical thinking through project-based learning of junior students. 2020 artículo científico 1809-0249 https://www.redalyc.org/articulo.oa?id=695478696013 en http://www.redalyc.org/revista.oa?id=6954 Práxis Educacional application/pdf Universidade Estadual do Sudoeste da Bahia Práxis Educacional (Brasil) Num.39 Vol.16 |
| format | Artículo científico |
| id | redalyc_695478696013 |
| institution | Redalyc |
| language | en |
| publishDate | 2020 |
| publisher | Universidade Estadual do Sudoeste da Bahia |
| spellingShingle | THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING A. Zh. Ovchinnikova Educación technology development junior student Logical thinking criteria and levels THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING A. Zh. Ovchinnikova B.N. Lazarev M.V. Lazareva I.V. Tigrova Educación technology development junior student Logical thinking criteria and levels The article takes a new look at the method of developing logical thinking in junior students based on the correlation between the original and the model and making it possible, unlike traditional methods, to develop students’ speech thinking, intellectual structures, and logical operations more effectively. With the aid of the epistemological, systemic-activity, and milieu approaches, a strategy for developing students’ logical thinking through project-based learning that is premised on the correlation between the original and the model is determined. It ensures the effective development of a) schoolchildren’s intellectual activity b) thinking c) logical memory. The study proves the effectiveness of the presented technology, that implies 1) immersing in the project as well as specifying its goals and objectives; 2) organizing and planning students’ activities; 3) working out the main stages of the project; 4) carrying out the project and its presentation; 5) evaluating the results. Based on the research data, the following criteria were singled out analysis, synthesis, comparison, classification, generalization, and some other criteria, which allowed determining three levels of the development of the phenomenon in question. Our method provides for a significant improvement of the results of the research and ensures the formation of research, informational, regulatory, and analytical universal learning activities (ULAs). The assessment of the effectiveness and validity of the proposed method are corroborated by calculations for the Fisher’s criterion (φ*-criterion). The comparative results of the research before and after the experiment at the high level are 3.564. The obtained empirical values of φ * are in the area of significance. H0 is rejected (the significance axis = 1.64–2.31). Thus, the method in question has a serious impact on the development of logical thinking through project-based learning of junior students. 2020 artículo científico 1809-0249 https://www.redalyc.org/articulo.oa?id=695478696013 en http://www.redalyc.org/revista.oa?id=6954 Práxis Educacional application/pdf Universidade Estadual do Sudoeste da Bahia Práxis Educacional (Brasil) Num.39 Vol.16 |
| title | THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING |
| topic | Educación technology development junior student Logical thinking criteria and levels |
| url | https://www.redalyc.org/articulo.oa?id=695478696013 |