DEVELOPMENT AND INNOVATIONS IN SCIENCE
International scientific-online conference
36
METHODS USED IN DEVELOPING THE COGNITIVE ACTIVITY OF
PRIMARY STUDENTS
Ismailova Nozimakhan
NamDU researcher
https://doi.org/10.5281/zenodo.15867353
Abstract:
In this article
pedagogical and didactic conditions necessary for
the development of cognitive activity of primary school students, classification
of stages and levels of development of cognitive activity, and
It discusses
methods used to develop the cognitive activity of primary school students.
Keywords:
cognitive activity, free thinking, creative tasks, didactic games,
Project method, problem situations
Annotation:
V dannoy state rassmatrivayutsya pedagogic and didactic
conditions, neobhodimye dlya razvitiya poznavatelnoy activity of young
schoolchildren, classification stage and level development of poznavatelnoy
activity, a takje metody, primenyaemye dlya razvitiya poznavatelnoy activity of
young schoolchildren.
Key words:
cognitive activity, freedom of thought, creative work, didactic
games, method project, problem situation
Annotation:
This article will talk about the pedagogical and didactic
conditions necessary for the development of cognitive activity of primary
students, the classification of stages and levels of development of cognitive
activity, and the methods used in the development of cognitive activity of
primary students.
Keywords:
cognitive activity, free thinking, creative tasks, didactic games,
Project method, problem situations
One of the most commonly used methods for developing students' cognitive
activity in pedagogical activities is described as follows:
1. It is necessary to create a psychological environment in the lessons in
which students feel the necessity of the learning process, accept new knowledge
with interest, and eliminate situations of "boredom" at school.
The main goal of this pedagogical method is to create a psychologically
comfortable and motivating environment for students in the lessons. This, in
turn, increases the effectiveness of the lesson, helps students understand the
content of the educational material, and prevents them from feeling
overwhelmed even in the process of mastering complex academic subjects.
The following methodological recommendations are given by primary
school teachers, psychologists, and methodologists for implementing the above
method in school practice:
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1) The following step-by-step approach is recommended when teaching
students to solve problems. First, using the example of a simple problem, its
solution is explained in detail step by step. Each action is divided into operations
that are performed sequentially. Examples of actions and operations are given,
and possible options for their implementation are shown.
As a result, a generalized scheme of methods for solving certain types of
problems is formed. After that, students are presented with a similar problem
and are offered to solve it independently. Using the questions presented in the
text, students act in accordance with this scheme. These questions require not
only the performance of operations, but also the justification of their necessity.
The next set of practice questions teaches you to perform actions in
increasingly complex situations. Here, students continue to work on answering
questions that are structured in a sequential manner.
The initial practice questions are appropriate for the level of compulsory
education, while higher-level questions are presented in later stages. The level of
complexity of these questions can be chosen independently by the student,
which serves to develop in accordance with his interests and intellectual
capabilities.
2) The use of video materials is one of the most effective tools in the
educational process. Small videos can be used as an epigraph to the lesson,
which helps to form positive emotional motivation in students towards learning
a new topic.
The use of video resources in the process of explaining or reinforcing new
knowledge will have a real impact only if students actively and consciously
accept it. To this end, it is recommended that during the video presentation, the
teacher provide comments and explanations when necessary, repeatedly show
the necessary fragments, and also ask clarifying questions.
This approach ensures that students are not only visually engaged, but also
cognitively engaged, encouraging them to analyze, evaluate, and connect what
they see with knowledge. As a result, students are involved in the learning
process not only as passive spectators, but also as active participants.
3) One of the effective methods for developing cognitive activity in students
is the use of texts that are specially organized in terms of content. Such texts
develop an active and reflective attitude towards knowledge in students. In
particular, texts with the following characteristics are useful:
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Texts that allow students to understand that there are multiple
approaches to the same situation. They teach students to look at a problem from
different perspectives and encourage them to work with alternative approaches;
texts that offer multiple solutions to a single problem, which develops
students' ability to make choices and justify decision-making;
Through texts containing contradictory information, students develop
a critical approach to information, justification, and refutation-verification
activities;
the acceptance of unexpected and unusual information , which
develops the ability to adapt knowledge and reason in a changing context;
texts that contain errors and invite discussion of them, which form
reflection (awareness and understanding of one's own errors) in the thinking of
students;
Texts that can provide a perspective on the material being studied in
the subject, as well as allow for revisiting previously learned knowledge from a
new perspective.
Such didactic materials enhance the student's participation in the learning
process, turn him into a subject, and serve to form a personal position that is
open, active, and ready to explore knowledge.
4) When selecting educational materials, it is necessary to take into account
the different intellectual abilities of students. This approach is based on the
principle of differentiated learning and ensures that students develop in
accordance with their individual cognitive capabilities. In particular, special
attention is paid to activating students' intuitive experience. In this process, the
following are encouraged:
to express doubt;
expressing independent views or opinions;
to promote "proactive" ideas on a new topic;
Emotional evaluation of educational material.
This method activates the student's internal thought processes, connects
them to their own experience, and enhances cognitive activity.
5) The formation of the ability to wonder, doubt and be surprised is an
important psychological factor in the development of creative and reflective
thinking of students. One of the effective ways to form these states is the use of
demonstrative experiences (experiments). It is the feeling of wonder that
encourages the student to independently search, to strive to find the truth. This,
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in turn, increases his internal motivation to verify, substantiate and learn his
assumptions.
Only a person who is able to wonder and question can become an active,
independent, and creative thinker. For such a learner, knowledge becomes not
only a goal, but also a means of exploration, discovery, wonder, and personal
understanding.
6) Laboratory and practical classes are recommended as an important tool
for developing students' creative abilities, taking into account their individual
characteristics, as well as for forming independence and initiative in them. Such
types of activities stimulate students' active attitude to knowledge, involve them
in cognitive practical actions such as observation, analysis, testing, and drawing
conclusions. Through this, students not only absorb ready-made knowledge, but
also strive to find it independently.
7) Solving experimental tasks is an important methodological tool in
developing creative thinking in students. The content of such tasks should be as
close as possible to real-life situations. This allows students to apply the
knowledge they have gained in a real context, strive to solve practical problems,
and develop critical thinking skills. Through experimental tasks, students are
formed not just as consumers of knowledge, but as active creators of knowledge.
2. Creative tasks. The main goal of this method is to increase students'
interest in science, consolidate knowledge, and form interdisciplinary
connections. Creative tasks encourage students to think unconventionally,
actively involve them in the process of creating, expressing, and presenting
knowledge.
Such tasks are carried out through the following non-traditional types of
activities:
create a crossword puzzle on a specific topic and use it as a tool to test
other students' knowledge;
drawing a picture depicting a topic, which provides a visual
understanding of the learning material;
creating diagrams and outlines, which forms structural thinking and
develops the ability to distinguish main ideas.
At the beginning of each subsequent lesson, students' creative work is
presented, discussed, and evaluated - not only by the teacher, but also by their
classmates and group members. This process is important in developing skills of
mutual analysis, reflection, and evaluation.
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The unique feature of creative tasks is that they allow each student to
express themselves, they are independent in choosing the form of activity that
suits them. This approach develops the personal creative potential of students,
connecting them to science personally and emotionally.
3. Didactic games. The main goals of this method are:
increase students' interest in science;
activate cognitive activity simultaneously individually and collectively;
develop observation, depth of thought, and the ability to notice
unusual aspects in familiar phenomena;
to stimulate and strengthen students' cognitive activity.
The main types of activity of a primary school student are play, education,
and work. At the same time, play prepares the student not only for study, but
also for work; in terms of its content and essence, it is both a form of education
and work at the same time.
The effectiveness of didactic games is associated with the variety of their
types: role-playing games, games with rules, correctional games, seminar games,
etc. This variety allows each student to choose a form of game that suits his
interests and the activity in which he can successfully participate. When the
game is aimed at an educational goal, it becomes a didactic game.
Pedagogical practice shows that game-based lessons:
significantly increases students' interest in science;
helps to remember definitions, terms, and formulas easily and firmly;
encourages students to think freely and increases their cognitive
activity.
Researchers say that lessons using didactic games achieve the following
results:
learning material is learned more easily and more deeply;
each student is actively involved in the lesson process;
Individualized control is created for each task;
the level of motivation for learning increases;
The communication between teacher and student improves
qualitatively.
4. The project method is an effective pedagogical technology that serves to
develop students' cognitive activity, form socially significant qualities, achieve
results based on practical activities, and cultivate the skills of working in
collective cooperation.
Project types are classified as follows:
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By purpose:
Research project (scientific) – a scientific-analytical approach to a problem;
Information project - collection, analysis and presentation of information;
Creative project – tasks performed in free and unusual forms;
A role-playing project is organized by assigning roles in a fairy tale, story, or
historical context.
According to the content :
Mono-project – carried out within the framework of one discipline;
Interdisciplinary project – covers multiple subjects or is carried out as an
extracurricular activity.
By scale :
Classroom, intra-school, local, regional, international projects.
By duration :
Mini-project – during one lesson;
Short-term project – 2–3 lessons or weekly;
Medium and long-term projects are carried out throughout the academic
year.
In practice, primary school students usually participate in mini and short-
term projects, mainly within the classroom. For example, in the 4th grade, a
project on the topic of "Punctuation Marks" in the subject of the native language
can be created. In this case, the project summarizes previous knowledge, the
main goal is to find an answer to the question "Why are punctuation marks
needed?" through research and presentation. The student:
seeks information,
expresses his/her opinion,
defends the presentation.
At the end of the project, students ask each other questions and exchange
ideas. Having students independently choose which punctuation mark to talk
about increases their engagement and interest.
The development of cognitive activity using the project method requires the
creation of the following conditions:
creating a friendly and collaborative environment in the classroom;
creating a "success situation" for every student;
involving all students in team activities;
review new or previously learned topics through unconventional
assignments;
taking into account the individual characteristics of students;
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encourage only positive attitudes and emotions;
Maximum attention to thinking - this stimulates cognitive activity.
Therefore, the primary school teacher:
It should take into account the interests of students and at the same
time form their learning motivations;
involve them in solving problem situations;
should use didactic games, debates, and various methods.
Curiosity, wonder, amazement, and connection to real-life experiences
encourage students to actively participate. Students' ability to defend their
opinions, participate in debates, ask questions, and try to find multiple solutions
to a problem all stimulate cognitive activity.
As a result of the study of the approaches studied, the pedagogical and
didactic conditions necessary for the development of cognitive activity of
primary school students, the classification of stages and levels of development of
cognitive activity, and the requirements for the teacher to organize didactic
activities, the following conclusions were reached:
Primary school age is an important stage in the development of cognitive
activity in children. The leading developmental factor during this period is the
guiding role of adults, especially the teacher. The teacher is the main person who
manages and develops the cognitive activity of students.
Thus, developing students' cognitive activity in primary education is not
just about imparting knowledge, but also an important pedagogical process
aimed at shaping the student as an active, independent, and creatively thinking
individual who seeks knowledge.
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