| Annotation |
Today, one of the conditions for the formation of a comprehensively developed personality is the achievement
of metasubject educational results, involving the mastery of universal educational actions by students:
cognitive, regulatory, communicative. The need for the formation of logical universal learning activities (LULA),
as one of the groups of cognitive universal learning activities, is indicated in the Federal State Educational
Standard of Primary General Education. The article presents the results of a study aimed at theoretical and
practical substantiation of the possibilities of forming logical universal learning activities of younger schoolchildren in the lessons of the surrounding world through digital laboratories. The methodological basis of the
study consisted of: a system-activity approach in teaching; the concept of the universal learning activities
development in primary school; theoretical and practical foundations of digitalization of education. To achieve
this goal, theoretical (analysis, synthesis, generalization of literary sources on the research problem), empirical
(observation, research, pedagogical experiment, measurement, comparison, description) and mathematical
(qualitative and quantitative analysis of results) research methods are applied. The authors present the
diagnostic base of the study, which allowed determining the level of formation of students’ logical universal
learning activities. The diagnostic results revealed the need for further formation of logical universal learning
activities of younger schoolchildren. Examples of lessons of the surrounding world aimed at the formation
of logical minds of younger schoolchildren through digital laboratories are given. The results of repeated
diagnostics of the level of logical universal learning activities formation of younger schoolchildren according
to the methods of the ascertaining stage are presented. Comparative results showed positive dynamics in
the formation of logical universal learning activities of students, which indicates the validity of using digital
laboratories in the lessons of the surrounding world as a means of forming logical universal learning activities
of younger schoolchildren. The perspective of the research consists in the inclusion of other types of digital
technologies in the educational process, as well as in the development of a bank of after-school recommendations,
practical and laboratory work in accordance with the program of primary general education. |
| References |
1. Bezborodova, L. A., Zhuk, A. S. Metasubject results in primary school. Pedagogical education in Russia,
no. 5, pp. 57–65, 2022. DOI: 10.26170/2079-8717_2022_05_06. (In Rus.)
2. Patlataya, S. M., Kopylova, L. V. Logical universal educational actions of younger schoolchildren:
essence, structure. The world open to childhood: Proceedings of the III All-Russian Scientific and Practical
Conference, Yekaterinburg, May 23, 2022: 183–187. (In Rus.)
3. Petrova, I. V. Formation of cognitive skills of a junior schoolboy in the lessons of the surrounding world.
Actual tasks of pedagogy: Proceedings of the I International Scientific Conference. Chita: December 2011:
113–116. (In Rus.)
4. Bogatyreva, Yu. I., Privalov, A. N., Sitnikova, L. D. Classification of digital learning tools for the design
and implementation of the educational process. Modern problems of science and education. 2022. Web.
10.06.2023. https://science-education.ru/ru/article/view?id=32072 (In Rus.)
5. Russian education: achievements, challenges, prospects: a series of collective monographs. National
Research University «Higher School of Economics»: Publishing House of the Higher School of Economics.
M: 2019. (In Rus.)
6. Maznichenko, M. A., Lopatinsky, D. V. What tasks can a teacher solve with the help of digital technologies?
School technologies, no. 3, pp. 98–103, 2020. (In Rus.)
7. Shefer, E. A. The use of digital technologies in the educational process. Young scientist, no. 16,
pp. 22–25, 2021. (In Rus.)
8. Patlataya, S. M. Kopylova, L. V. Possibilities of forming logical UDS of younger schoolchildren in extracurricular
activities around the world through digital technologies. Personality development in the educational
space: Proceedings of the XX All-Russian scientific and practical conference with international participation,
Biysk: May 26 2022: 111–115. (In Rus.)
9. Galperin, P. Ya. Teaching methods and mental development of the child. M: Publishing House of Moscow
State University, 1986. (In Rus.)
10. Vygotsky, L. S. Psychology of child development. M.: Publishing House Sense, Publishing house
Eksmo, 2005. (In Rus.)
11. Ennis, R. H. Critical thinking assessment. Theory Into Practice, no. 32, pp. 179–186, 1993. (In Engl.)
12. Moldovan, O. D. Problem solving factor in the development of logical thinking in primary school.
Journal Plus Education, no. 14, pp. 104–111, 2016. (In Engl.)
13. Luna-Guevara, G. R., Silva, F. D., Lopez-Regalado, O. Logical thinking in the educational context.
ASEAN Journal of Psychiatry, vol. 22, pp. 1–11, 2021. DOI: 10.54615/2231-7805.47227. (In Engl.)
14. Ennis, R. H. Conditional Logic and Primary School Children: A Developmental Study. Interchange
2.2. 1971: 126–132. DOI: 10.1007/BF02137796. (In Engl.)
15. Chuprov, L. F. Psychodiagnostic triad of techniques for the study of the structure of intellectual development
of younger schoolchildren (PD–Triad). Bulletin on Pedagogy and psychology of Southern Siberia,
2014. (In Rus.)
16. Tikhomirova, L. F., Basov, A. V. Development of logical thinking of children. Yaroslavl: Gringo
LLP, 1995. (In Rus.)
17. Rogov, E. I. Practicum of a school psychologist. M: Yurayt, 2017. (In Rus.) |
