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Modern technology for developing critical thinking skills
in future teachers
Lola DJURAYEVA
1
Bukhara State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received May 2023
Received in revised form
15 June 2023
Accepted 25 June 2023
Available online
15 July 2023
This article highlights the meaning and essence of the
concept of critical thinking, and gives examples of the
pedagogical and psychological views of representatives and
researchers of the world education field on critical thinking. It is
shown the specific advantages of thinking critically, and useful
aspects of developing critical thinking in students, including
future teachers. This article also describes organizing the
educational process in higher education on the basis of
“Blended –learning” technology and using one of its models
“Flipped classroom” as well as its aspects in improving the
quality and effectiveness of education.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss5/S-pp78-85
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
critical thinking,
future teachers,
professional skills,
blended learning,
flipped classroom,
modified learning process,
active learning.
Kelajakdagi o‘qituvchilarda tanqidiy fikr ko‘nikmalarini
rivojlantirishning zamonaviy texnologiyalari
АННОТАЦИЯ
Калит сўзлар:
tanqidiy fikr,
kelajakdagi o‘qituvchilar,
kasb-
hunar ko‘nikmalari,
aralash ta’lim,
tekshirilgan sinf,
modifikatsiyalangan
Mazkur maqolada tanqidiy fikr tushunchasining ahamiyati
va ma’naviyati yoritiladi, jahon ta’lim sohasi vak
illari va
tadqiqotchilarining tanqidiy fikr bilan bog‘liq pedagogik va
psixologik qarashlari misollari keltiriladi. Tanqidiy fikrning
o‘ziga xos afzalliklari va talabalar, shu jumladan, kelajak
o‘qituvchilarda tanqidiy fikr rivojlantirishning foydali jihat
lari
ko‘rsatildi. Mazkur maqolada, shuningdek, oliy maktabdagi
ta’lim jarayonini “Aralashgan ta’lim ” texnologiyasi asosida va
uning“ To‘ntirilgan sinf ” modellaridan biridan foydalanishda
tashkil etish, shuningdek, ta’lim sifati va samaradorligini
oshiris
hdagi jiham ta’tiriladi.
1
Teacher, Basic doctorate, Pedagogy Department, Bukhara State Pedagogical Institute.
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Современные
технологии
развития
навыков
критического мышления у будущих учителей
АННОТАЦИЯ
Ключевые слова:
критическое мышление,
будущие учителя,
профессиональные
навыки,
смешанное обучение,
перевернутый класс,
модифицированный
учебный процесс,
активное обучение
В данной статье освещается значение и сущность
понятия критического мышления, приводятся примеры
педагогических
и
психологических
взглядов
представителей
и
исследователей
мировой
образовательной сферы на критическое мышление.
Показаны специфические преимущества критического
мышления и полезные аспекты развития критического
мышления у студентов, в том числе у будущих учителей. В
данной
статье
также
описывается
организация
образовательного процесса в высшей школе на основе
технологии «Смешанное обучение» и с использованием
одной из ее моделей «Перевернутый класс», а также ее
аспекты в повышении качества и эффективности
образования.
INTRODUCTION
In this day and age of fierce competition and economic globalization, such issues as
the quality of training of personnel studying in the higher education system, increasing
their potential and competitiveness are acute. Ensuring the achievement of the goals of
the socio-economic reforms implemented in our country, the fundamental reconstruction
of the life of our society depends to a large extent on how effectively this task is solved.
Because it is known from practice that the effectiveness of any social and economic
changes in this regard directly depends on the professional maturity of the specialists
mobilized to perform the set tasks.
It is no secret that nowadays in Uzbekistan, more than ever, much attention is paid
to the development of the education sector, especially the field of teacher education, and
the formation of a comprehensively developed generation.
THEORETICAL BASIS
In the 21st century, education is globally recognized as the main factor ensuring
sustainable development, and
the Incheon Declaration for Education 2030, “Ensure inclusive
and equitabl
e quality education and promote lifelong learning opportunities for all” is
defined as an urgent task. This has expanded access to modern information, communication,
and distance learning technologies aimed at developing the creative and critical thinking of
each person in the system of continuous education and throughout life.
In conditions when the main goal of creating the foundations of the third
Renaissance in our country is set, it is important to solve urgent problems, such as
modernizing the higher education system and training competitive, independent, and
critically thinking specialists who meet the requirements of educational standards of
developed countries in all respects. In particular, the “Concept for the Development of the
Higher Education S
ystem of the Republic of Uzbekistan until 2030” emphasizes the
reform of the higher education system based on modern requirements, and this
document “Coverage by higher education” is defined as a strategic goal “to raise the level,
prepare highly qualified, creative and critically thinking personnel capable of making
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independent decisions based on international standards, and create the necessary
conditions for them to manifest their intellectual abilities and develop as spiritually
mature individuals”. The
individualization of educational processes is of great
importance based on digital technologies, the development of distance education
services, the widespread introduction of webinar technologies, online, “blended
learning”, “flipped classroom”, and scie
ntific, theoretical, and integrated research. At the
same time, it is necessary to use actively the research approach in the educational
process, while it is possible for students to develop the skills of scientific research and the
formation of their creative abilities and especially critical thinking.
On the issues of developing the professional competence of future teachers and the
formation of independent and critical thinking skills in students conducted scientific
researches by local scholars and researchers such as N.N. Azizkhodjayeva, B.R. Adizov,
S. Bazarova, Sh.A. Abdullayeva, U.Sh. Begimkulov, O. Musurmonova, N.A. Muslimov,
U.Q. Tolipov, R.H. Djurayev, Sh.Q. Mardonov, J.G. Yoldoshev, O. Rozikov, M.H. Mahmudov,
R. Safarova and others.
Among the scientists of the republics of the Commonwealth of Independent States
in the research of V.A. Bolotov, A.V. Korjuev, G.B. Sorina, A.I. Lipkina, L.A. Rybak,
A.S. Bayramov, A.V. Butenko, D.M. Shakirova, L.I. Shragina, S.I. Zair-Bek, I.O. Zagashev,
V.V. Mariko, E. Grudzinskaya are reflected the process of professional training of future
specialists, the problems of developing critical thinking skills in them. The idea and
principles of problem-based teaching from the point of view of the psychology of thinking
developed by scholars such as S. L. Rubinstein, M.I. Makhmutov, V. Okon, I.Ya. Lerner.
From foreign experience, the names J. Dewey, E. de Bono, R. Ennis, M. Lipmann,
D. Halpern, D. Cluster, R.H. Johnson, P. Freire, J. Steele, D. Spiro, C. Meredith, C. Temple are
most frequently associated with critical thinking, from a philosophical, psychological and
pedagogical point of view, who studied the structure, importance, and goals of this skill
and researched the problem of organizing the educational process based on the
development of thinking critically.
Initially, before discussing the ways and pedagogical models of improving the
critical thinking of future specialists especially teachers, let’s define the notion of critical
thinking itself. So, what is critical thinking? Philosopher and educator John Dewey, who is
considered the founder of modern critical thinking, defines critical thinking as follows:
“Active, persistent, careful consideration of a belief or supposed form of knowledge in
light of the grounds
that support it and the further conclusions to which it tends”.
The first key component of Dewey’s definition is that critical thinking is active. In his
book “How We Think” (1910) critical thinking was adopted by the progressive education
movement as a core instructional goal that offered a dynamic modern alternative to
traditional educational methods such as rote memorization. As Fahim & Eslamdoost
believe the early definition of critical thinking was proposed by Bloom as critical thinking
is the mastery of a set of skills such as knowledge, comprehension, application, analysis,
synthesis, evaluation, and applying the best when faced with a novel situation in which
three higher levels, i.e. analysis, synthesis, and evaluation, are frequently reported to
reflect critical thinking.
A very well-known speaker in education Barry K. Beyer, the author of the idea of
“Thinking
-
based education”, critical thinking means “making clear, reasoned judgments”.
American psychologist Diane F. Halpern believes that critical thinking is the use of cognitive
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methods that are controlled, rational and purposeful, which increase the probability of
achieving the desired final result. These techniques are used in problem-solving, inference,
probability estimation, and decision-making and require skills that are valid and effective for
the specific situation and type of issue being solved. He states that critical thinking is
characterized by drawing logical conclusions, creating mutually consistent logical models,
and making informed decisions about rejecting, agreeing with, or temporarily postponing
any judgment. All these definitions imply mental activity that should be aimed at solving a
specific cognitive task. A comprehensive, concise operating definition was given by Michael
Scriven and Richard Paul (2003): “Critical thinking is the intellectually disciplined process of
actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience, reflection, reasoning,
or communication, as a guide to belief and action.”
Overall, critical thinking is the ability to think clearly and rationally, understanding
the logical connection between ideas. Critical thinking has been the subject of much
debate and reflection since the days of early Greek philosophers such as Plato and
Socrates and continues to be a subject of discussion in the modern era, such as the ability
to recognize fake news. Therefore, from the definitions given above, it is clear that the
development of critical thinking in future teachers plays an important role in improving
their professional skills.
DISCUSSION
The analysis of research conducted in our country in recent years to determine
effective methods of developing
students’ critical thinking shows that, despite the great
theoretical and practical importance of modern teaching methods, they do not
adequately reflect the aspects of the problem. One of the current conditions and existing
problems of the higher education system, as defined in the concept of development of the
higher education system of the Republic of Uzbekistan until 2030, is “the lack of
formation of critical thinking, searching information independently and analysis skills in
students”.
So, what methods, tools, or technologies can develop critical thinking in students,
especially future teachers, which improve their professional skills? One of the effective
ways to develop critical thinking is “Blended learning”, mentioned in the Concept for the
Development of the Higher Education System of the Republic of Uzbekistan until 2030.
As Wikipedia offers the following definition: “Blended learning, also known as hybrid
learning, is an approach to education that combines online educational materials and
opportunities for interaction online with traditional place-
based classroom methods.”
It is worth noting that the most popular model of blended learning is the “Flipped
Classroom”. Students are taught content at home and then practice using it in the
class
room with the support of teachers and peers. This allows you to “reverse” the
traditional roles in each space.
This technology is a fairly new phenomenon in education, however, is of
considerable interest and is reflected in the works of both Russian and foreign scientists
such as Basalgina T.Yu., Kurvits M., Remizova O., Baker Celia, Bergmann J. Sams A.,
Berrett D., Driscoll Tom, Gorman M., and others.
Let’s talk about who founded this technology. Various information about the
founders of “flipped learning” can be found in many literary and electronic sources. For
example, according to en.wikipedia.org, one of the first to write about this technology is
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Alison King. In 1993 she published “From Sage on the Stage to Guide on the Side,” in
which she focuses on the importance of the use of class time for the construction of
meaning rather than information transmission. While not directly illustrating the concept
of “flipping” a classroom, King’s work is often cited as an impetus for an inversion to
allow for the educational space for active learning. Salman Khan can also be considered
one of the supporters and founders of this approach. He has created short video lectures
on various subjects that can be used by schoolchildren and students around the world.
The pr
inciple of remote viewing of a short lecture, which is the basis of Khan’s idea, lies
in the “flipped learning” technology.
“Most teachers spend their time explaining the material and transferring
knowledge and little time is spent teaching analysis, assessment, and creativity.
The “flipped
-
flipped model” of education tries to bring knowledge into the personal space
of the student, and more time is spent on practical skills,” explains Jonathan Bergman,
one of the founders of the “flipped classroom” idea
T
here are 4 main components of the “Flipped Classroom” technology
–
“the Four
Pillars of F
-L-I-P
” [Flipped Learning Network]:
•
Flexible working conditions
(F-Flexible Environment)
The technology allows you to use a variety of modes of operation. This principle
lies not only in the physical manifestation of the flexibility of the regime but also in the
flexibility of approaches, that is, the individualization of the educational process, and the
selection of techniques and materials for special groups of students.
•
Source of information
(L-Learning Culture)
In the traditional model of the lesson, the teacher has a leading role, that is, he is a
source of information and is automatically endowed with the sole organizer and leader of
the process. Within the
framework of the “Flipped Classroom” technology, the student
himself selects and analyzes information, while the teacher acts as a support, entering the
process when the student needs to be shown the best path problem solving, to direct his
activities in the right direction.
•
Intentional distribution of material
(I
–
Intentional Content)
The teacher clearly separates information and materials for its development which
will come from him and those the student will seek and perform independently. This
principle is that the teacher is necessary to maximize the activity of the student in the
process, and the intensity of his work both in a team and individually.
•
Teacher-master
(P
–
Professional Educator)
For a teacher who aims to work within the
framework of the “Flipped Class”
technology, special skills and mastery are required. During classroom work, the educator
oversees student work, providing feedback, assessment, and guidance when they need it.
The teacher conducts constant reflection of his activities, shares experience, and accepts
constructive criticism, he never stops the transformation of materials and works to
optimize the educational process. Despite the apparent “invisibility” of the teacher in the
educational process work in this technology, it is an integral part of training, a binding
element on which the entire educational process rests.
RESULTS
From the above, it follows that the Flipped Classroom technology meets the
requirements of modernity, including the basics of the classroom system, and expands
the possibilities of information and communication technologies. This allows not only to
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diversify the educational process but also to take a fresh look at the education system
and logistics. This technology is currently effective for both students and teachers in their
learning, deepening the study of problematic issues and improving the quality of short
but powerful educational materials. Video lessons provide an opportunity to improve the
quality of the learning material through interesting articles and interactive exercises to
test your understanding of the information.
Table 1.
Comparison of traditional and “flipped learning” technologies:
Educational process
Traditional approach
“Flipped classroom”
technology
Preparation of teachers for
lessons
Writing a lesson plan, preparing
training and developmental tasks
View test answers, identify
challenging questions from
students, select activities, and
design assignments.
Teaching technology
The teacher explains a new topic,
students consolidate their
knowledge.
The teacher guides students to
solve difficult problems and
work on practical skills.
Educational technology
The teacher explains the new
material; the students reinforce
the acquired skills. They do the
tasks themselves at home.
Students independently watch
videos and prepare questions.
The teacher directs students’
activities to solve difficult
problems and practical skills.
Transfer of knowledge
Teaching material is passively
delivered from the teacher to the
student.
Knowledge is acquired
independently with elements
of interactive interaction.
Education styles and
technologies
Interactive technologies.
Communication, cooperation
and collaboration
Approaches
Differential
Individual
Information Communication
Technology.
Multimedia and web technologies
Office 365, Google, Web 2,
Moodle, and other latest IT
services
Student Activities
Passive
Active
A student
Studies according to the activity
scheme
“Listen –
remember -
play”,
plays the role of mentor.
Implements transfer and control
of knowledge, and maintains
discipline and order in the
classroom.
Takes responsibility for his
education. Interacts with
all participants in the training
process.
Teacher
Performs transmission and
knowledge control and keeps
discipline and order in the
classroom.
Carries out construction
learning activities, playing
the role of a mentor.
Based on the table, we can conclude that “Flipped classroom” technology serves as
a basis for the implementation of a personalized approach. Through this technology,
conditions for active learning are created for students; the latest technologies and
various tools are used; the educational process is organized taking into account the needs
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of each student; conditions for teamwork are created; leadership qualities of students are
developed within the framework of educational subjects; conditions are created for
diagnosing the quality of knowledge with the help of computer technologies. In addition,
parents will have the opportunity to participate in the educational process of their
children.
CONCLUSION
To sum up, using “flipped classroom” technology, the teachers can work
individually with each student, create an active learning process with student-prepared
questions and projects, guide students towards self-directed learning, teach them to
think critically, and communicate with parents in collaboration. This helps to organize
the educational process and increase the effectiveness of learning.
REFERENCES:
1.
Education 2030: Incheon Declaration and Framework for Action Towards
Inclusive and equitable quality education and lifelong learning for all.
http://uis.unesco.org/sites/default/files/documents/education-2030-
incheonframework-for-action-implementation-of-sdg4-2016-en_2.pdf
2.
O‘zbekiston Respublikasi Prezidentining “O‘zbekiston Respublikasi oliy taʼlim
tizimini 2030 yilgacha rivojlantirish kontseptsiyasini tasdiqlash to‘g‘risida” 2019
-yil
8-oktyabrdagi PF
–
5847-
son Farmoni // O‘zbekiston
Respublikasining qonun hujjatlari
maʼlumotlari milliy bazasi. –
T., 2019.
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Beyer, "B. K. (1995) Critical thinking. Bloomington, IN: Phi Delta Kappa
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Copyright © 2023 –
University of Louisville, Delphi Center
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Djurayeva L.R. “The
importance of critical thinking in improving the professional
skills of future teachers “International scientific journal “Interpretation and researches”
Volume 1 issue 3 | ISSN: 2181-4163 | UIF-2023: 8.2
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Fahim, M., Eslamdoost, S. (2014). Critical thinking: Frameworks and models for
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Гладких
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