Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
910
THE ROLE OF NON-STANDARD TASKS IN DEVELOPING CRITICAL THINKING
IN PRIMARY SCHOOL STUDENTS
Asliddin Bahriddin ugli Akhmedov
Student of Group 5.23,
Primary Education Department,
Faculty of Pedagogy and Social-Humanitarian Sciences,
Termez Institute of Economics and Service.
Abstract:
This scientific article explores the development of critical thinking in primary school
students. It provides an overview of key concepts, emphasizes the importance of integrating
critical thinking into educational programs, and investigates how teachers perceive and
implement critical thinking practices. The paper highlights the significance of non-standard tasks
in fostering creativity and logical reasoning among young learners.
Keywords:
Critical thinking, psychologists and philosophers, Brussels, “non-critical thinking,”
creativity, educational tasks.
Introduction.
Critical thinking is widely recognized as essential for shaping students’ cognitive
abilities and strengthening educational systems. For children, critical thinking involves reasoning
based on facts, accepting open-minded and inquisitive thinking, and making informed judgments.
This skill allows them to evaluate different perspectives and make logical conclusions
independently.
Solving non-standard tasks is directly linked to creativity and plays a key role in developing
students’ logical reasoning. Particularly in subjects like mathematics, the ability to solve
problems forms the backbone of learning, requiring well-structured and intensive work.
As President Shavkat Mirziyoyev stated:
“Critical analysis, strict discipline, and personal responsibility should become the daily rule of
every leader’s activity.”
If we begin instilling critical analysis skills in students from a young age, they are more likely to
grow into competent and capable professionals who will contribute significantly to the country’s
future.
Importance of Integrating Critical Thinking in Education
To effectively develop students' critical thinking, educational curricula must be redesigned to
include more practical, activity-based learning. Although educators, psychologists, and
philosophers generally agree on the importance of critical thinking, there is still no consensus on
how to define and implement it in practice. The main objective of this research is to study how
primary school teachers understand the concept of critical thinking and how they incorporate it
into their professional teaching environment.
According to teachers, the following are key traits of critical thinkers: the ability to address
various cultural issues, work collaboratively, and express analytical and open-minded thought.
Classroom practices such as creating mind maps, facilitating group discussions, and promoting
active learning help nurture critical thinking.
However, many teachers acknowledge that their practical experience with critical thinking
strategies remains limited. During teacher training, some educators are introduced to project-
based learning and the use of philosophy for children (P4C) as a method to promote critical
Volume 15 Issue 06, June 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
911
thinking. They also stress the need for peer learning and sharing best practices to improve
teacher training.
Critical thinking thrives in environments where the diversity of ideas is respected and
encouraged. It cannot occur in a rigid mindset that accepts only one “correct” answer. Critical
thinking is not a skill that can be taught once and forgotten; it requires continuous reinforcement
in suitable learning environments.
Conditions for Developing Critical Thinking
To support the development of critical thinking in students, the following conditions should be
met:
Provide time and opportunity to practice critical thinking.
Create spaces where students can express their thoughts freely.
Encourage acceptance of diverse ideas and viewpoints.
Promote student engagement in learning activities.
Assure students that their opinions will not be mocked or ridiculed.
Foster self-confidence and belief in their ability to think critically.
Value the emergence of independent thought.
As a result, students are more likely to:
Gain confidence and value their own ideas.
Actively participate in classroom activities.
Listen attentively to different viewpoints.
Form their own judgments.
Misconceptions About Critical Thinking
Before exploring what constitutes critical thinking, it is important to understand what it is
not
.
One common misconception is equating memory with critical thinking. While memory is a
necessary cognitive skill, it alone does not indicate critical thinking. Computers, for instance,
have superior memory capabilities but lack the reasoning skills associated with critical thought.
Many educators still place greater emphasis on rote memorization, especially when it comes to
exams and assessments. In contrast, critical thinking involves deeper cognitive processes such as
evaluation, reasoning, and innovation.
Another related process often mistaken for critical thinking is comprehension. For example, a
student trying to understand a complex theorem is engaged in challenging mental work.
However, this alone is not critical thinking. True critical thinking begins when the student
analyzes, evaluates, expands upon, and applies newly understood ideas.
Thus, while remembering facts and understanding concepts are prerequisites for critical thinking,
they do not automatically result in it.
The Role of Non-standard Tasks
In today’s educational context, teaching students how to think critically is considered a vital
objective. When students encounter new information, they should be able to evaluate it
independently, consider it from multiple angles, and decide how it fits with their own goals.
Non-standard tasks play a critical role in this regard. They:
Encourage creative thinking.
Involve analyzing and solving complex problems.
Volume 15 Issue 06, June 2025
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912
Provide opportunities to reflect through meaningful stories.
Allow for both written and oral assessments.
Offer alternative formats like discussion-based evaluation.
Such tasks help foster creative and analytical thinking in primary school students, making them
more engaged and capable learners.
Conclusion
In conclusion, the following strategies are effective for fostering creative and critical thinking in
primary school students:
Creative writing and analytical exercises.
Problem-based learning scenarios.
Reflective story analysis.
Evaluating test results through discussion and open-ended questioning.
The use of non-standard tasks is extremely important in primary education, as they promote the
development of higher-order thinking skills and prepare students for lifelong learning.
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