Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Development of thinking of university students using the
cluster method
Mukaddas DJABBAROVA
1
, Ravshanbek TASHPULATOV
2
,
Saida SAIDNAZAROVA
3
, Nafisa TAIROVA
4
Tashkent State Technical University named after Islam Karimov
ARTICLE INFO
ABSTRACT
Article history:
Received January 2025
Received in revised form
15 January 2025
Accepted 25 February 2025
Available online
25 March 2025
This article examines the cluster method as an effective tool
for developing university students' thinking. Its main principles,
advantages, and methods of application in the educational
process are described. Particular attention is paid to the role of
clustering in developing critical, logical, and creative thinking,
as well as in systematizing and structuring knowledge.
Examples of the method's use in various disciplines are
analyzed, and its importance for increasing students' learning
motivation and independence is emphasized. The results of the
study show that the cluster method promotes better
assimilation of information, development of analytical skills,
and formation of a holistic view of the topics being studied. The
essence and features of the application and developmental
possibilities of the cluster reception are also revealed.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss2/S-pp
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:
activity,
cluster,
challenge,
reflection,
thinking,
student,
creativity.
Oliy ta’lim muassasalari
talabalarining tafakkurini klaster
usuli orqali rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
faollik,
klaster,
chaqiriq,
refleksiya,
tafakkur,
Ushbu maqolada klaster usuli oliy ta’lim muassasalari
talabalarining tafakkurini rivojlantirishning samarali vositasi
sifatida tahlil qilinadi. Uning asosiy tamoyillari, afzalliklari va
ta’lim jarayonida qo‘llash usullari bayon etilgan. Klasterlashning
tanqidiy, mantiqiy va ijodiy fikrlashni rivojlantirish, bilimlarni
1
Tashkent State Technical University named after Islam Karimov.
2
Tashkent State Technical University named after Islam Karimov.
3
Tashkent State Technical University named after Islam Karimov.
4
Tashkent State Technical University named after Islam Karimov. E-mail: nafistairova@gmail.com
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2025) / ISSN 2181-1415
287
talaba,
ijodkorlik.
tizimlashtirish va tarkiblashtirishdagi o‘rniga alohida e’tibor
qaratilgan. Usulning turli fanlarda qo‘llanilishiga misollar
keltiriladi, uning talabalarning o‘quv motivatsiyasi va
mustaqillig
ini oshirishdagi ahamiyati ta’kidlanadi. Tadqiqot
natijalari shuni ko‘rsatadiki, klaster usuli axborotni yaxshiroq
o‘zlashtirishga, tahliliy qobiliyatlarni rivojlantirishga va
o‘rganilayotgan mavzularga yaxlit qarashni shakllantirishga
ko‘maklashadi. Shuningdek, ushbu usulning mohiyati, qo‘llanilish
xususiyatlari va rivojlantiruvchi imkoniyatlari ochib berilgan.
Развитие мышления студентов вузов с помощью
кластерного метода
АННОТАЦИЯ
Ключевые слова:
активность,
кластер,
вызов,
рефлексия,
мышление,
студент,
креативность.
В данной статье рассматривается кластерный метод как
эффективный инструмент развития мышления студентов
вузов.
Описываются
его
основные
принципы,
преимущества и способы применения в образовательном
процессе. Особое внимание уделяется роли кластеризации
в развитии критического, логического и творческого
мышления, а также в систематизации и структурировании
знаний. Приводятся примеры использования метода в
различных дисциплинах, подчёркивается его значение для
повышения учебной мотивации и самостоятельности
студентов. Результаты исследования показывают, что
кластерный метод способствует лучшему усвоению
информации, развитию аналитических способностей и
формированию целостного взгляда на изучаемые темы, а
также раскрываются сущность, особенности применения и
развивающие возможности данного приема.
INTRODUCTION
In the modern educational process, special attention is paid to the development of
students' thinking, since the ability to analyze, systematize, and critically understand
information is becoming a key skill in a rapidly changing world. One of the effective
methods that helps develop these skills is the cluster method, which allows you to
structure knowledge identify relationships between different concepts, and form a
holistic understanding of the material being studied.
Clustering, as a method of visualizing information, is widely used in pedagogy and
helps students not only remember new data, but also analyze it, find logical connections,
and formulate their own conclusions. Due to its versatility, this method can be used in
various disciplines
–
from the humanities to technical ones.
The relevance of this topic is due to the need to find innovative approaches in
teaching aimed at activating the thinking activity of students. This paper examines the
principles of the cluster method, its role in the development of critical and logical
thinking, as well as the practical aspects of its implementation in the educational process
of universities.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2025) / ISSN 2181-1415
288
LITERATURE ANALYSIS AND METHODOLOGY
Research Methodology
1. Methodological basis:
The research is based on the theoretical foundations of cognitive psychology,
pedagogy, and teaching methods, in particular on the works of:
L.S. Vygotsky.
–
the theory of the zone of proximal development and the role of
learning in the development of thinking;
B. Bloom
–
taxonomy of educational goals and levels of thinking;
J. Novak, D. Govin
–
conceptual maps and graphical representation of knowledge.
2. Research methods:
Literature analysis
–
the study of existing research on the development of students
thinking and the application of the cluster method.
Pedagogical experiment
–
conducting classes using the cluster method and
monitoring traditional teaching.
Questionnaires and surveys
–
collecting data on students' perceptions of the
method.
Testing
–
measuring the level of development of thinking before and after the
experiment.
Statistical analysis
–
processing of results to identify the effectiveness of the
method.
The modern system of professional education contributes to the formation of
creative thinking in students, stimulating their intellectual abilities as students. It is
known that a cluster (from English
–
cluster
–
bunch) is a graphical multifunctional way
of presenting educational material and is a visual result of the thought process, which is
recorded in the form of a diagram indicating all the connections between them. The
cluster, as one of the techniques, is a reflection of nonlinear thinking. This technique is
sometimes called “visual brainstorming”. In this regard, the cluster is a pedagogical
technique for the development and critical thinking. Creative thinking manifests itself in
modern digital education, as do scientific discovery, entrepreneurship, technical
invention, the creation of works of art, and relationships with people. Critical thinking
develops a critical attitude towards statements, not accepting anything without evidence,
but at the same time being open to
new ideas, one’s own opinion, and reflection of one’s
judgments.
Critical thinking is the fulcrum for developing an individual's independence and
creativity; it is a natural way of interacting with ideas and information. Thus, creative
thinking contributes to the generation of ideas. It is critical to turn ideas into reality.
The organization of classes is based on a didactic cycle consisting of three stages with
their own goals and objectives: challenge, comprehension, and reflection.
At the “challenge”
stage, a problem is generated, activation occurs, and the
involvement of all students schematically reproduces their existing knowledge, and
motivation to think. Forms an associative series, asking questions that require an answer
before starting to study
the topic. At the “comprehension” phase, work with information
is organized: reading the text, thinking and analyzing the facts obtained, and structuring
the educational material. At the reflection stage, the acquired knowledge is processed
and systematized as a result of creative activity, and conclusions are drawn.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2025) / ISSN 2181-1415
289
At the challenge stage, students express and record their existing knowledge of the
topic, their assumptions, and their associations. It serves to stimulate students’ cognitive
activity and motivate them to think before starting to study a topic. At the
comprehension stage, the use of a cluster allows you to structure the educational
material. At the reflection stage, the cluster technique performs the function of
systematizing the acquired knowledge.
RESULTS
1. Improving analytical skills
–
the use of the cluster method contributed to the
development of student's skills in structuring information, identifying key ideas, and
establishing logical connections between concepts.
2. Improved critical thinking
–
students learned to analyze educational material
more deeply, put forward reasoned judgments, and consider a problem from different
points of view.
3. Development of creative thinking
–
working with clusters stimulated the
generation of ideas, an unconventional approach to solving problems and an independent
search for new knowledge.
4. Increasing the level of involvement
–
the cluster method contributed to the
active participation of students in the educational process, which had a positive effect on
their motivation to learn.
5. Development of teamwork skills
–
group analysis and discussion of clusters
contributed to the development of communication skills and cooperation among
students.
6. Improved academic performance
–
final tests and assignments showed an
improvement in academic results among students who used the cluster method in their
teaching.
It is possible to use the cluster throughout the entire lesson, as a general lesson
strategy, at all its stages. So, at the beginning, students record the information they own.
Gradually, during the lesson, new data is added to the diagram. This technique develops
the ability to assume and predict, supplement and analyze, and highlight the main thing
in the material. It is advisable to design the cluster in the form of a bunch of grapes or a
model of planets with satellites. The main concept is located in the center; large semantic
units are designated on the sides; the structure is connected to the central concept by
straight lines. These are expressions, names, parameters, and measurements that
indicate the content of this cluster.
There are significant semantic units around that more fully reveal the topic and
expand logical connections. It is important to be able to specify concepts, justifying them
with the help of analysis and the content of the material being studied. In this way, the
studied material is systematized and generalized. Depending on the way the lesson is
organized, the cluster can be designed on the board, on a separate sheet, or in electronic
form when completing an individual task. When compiling a cluster, it is desirable to
highlight some specific points and more clearly display the overall picture, simplifying
the process of systematizing all information. Therefore, it is important that the process of
studying this material was meaningful and effective, contributed to the development of
critical thinking of students, and stimulated them to be creative. We draw an oval on the
board in the center of which we write our topic and ask students to remember everything
they know about this topic. Next, come words expressing ideas and facts suitable for this
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2025) / ISSN 2181-1415
290
topic. All this is drawn up by the teacher on the board. It turns out that the primary
cluster in the implementation of the challenge phase is that students can express any
knowledge on the topic being studied.
DISCUSSION
The task of the teacher is to activate the cognitive activity of students. After
compiling the primary cluster, we move on to this consolidation of knowledge
(comprehension stage); at this stage, content is carried out with new information. Next,
we move on to the stage of generalization and systematization of knowledge (reflection
stage). Here the meaning of the new material and the teacher’s tac
tics for further actions
are clarified. At the same time, the teacher involves students in discussing issues of
practical application of knowledge in hydraulics to solve practical problems. In further
work, the resulting cluster is analyzed and various options for composing the cluster can
be proposed. It is known that there are different types of clusters: classic-paper
numbering words-pictures-group-reverse. When creating it, it is necessary to state and
record everything that comes to mind, even if it is just associations or assumptions.
During the work, incorrect statements can be corrected or supplemented. Students can
express ideas by imagining and intuitively. Between significant numbers of semantic
units, it is necessary to establish connections between them. During the analysis process,
everything is systematized.
The cluster technique can be used in almost all classes when studying a variety of
topics. The form of work when using this method can be any: individual, group,
or collective. It is determined depending on the goals and objectives set, and the
capabilities of the teacher and the team. It is permissible to flow from one form to
another. For example, at the challenge stage, it will be individual work where students
create their cluster. As new knowledge is acquired, as a joint discussion of the material
covered, based on personal drawings and taking into account the knowledge gained in
the lesson, a general graphic diagram is drawn up. The cluster can be used as a way to
organize work in class and as homework. In the latter case, students must have some
experience in its preparation. The use of a cluster has the following advantages: it allows
you to cover a large amount of information; involves all participants in the educational
process in the learning process; and students are active, they have no fear of making
mistakes or expressing the wrong judgment. Logic and systems thinking are developing.
In the course of this work, the following skills are formed and developed: the ability to
pose questions, diversify the types of educational activities; highlight the main thing;
establish cause-and-effect relationships and draw conclusions; move from particulars to
generalities, understanding the problem as a whole; compare, analyze and synthesize
information; draw analogies and develop abilities for creative processing of information.
What benefits does the use of the cluster method give to students in the classroom?
Reception of the cluster develops systematic creative thinking, develops the ability to
systematize not only educational material, but also their value judgments, students
develop and express their opinions formed on the basis of observations, experience and
new knowledge gained, develops the skills of simultaneous consideration of several
positions, the ability to creatively process information. Thus, classes using the cluster
technique allow students to express themselves, and express their vision of the issue, and
the productivity of mental and creative activity increases.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
02 (2025) / ISSN 2181-1415
291
CONCLUSION
Students relate to the educational material as co-author, and a connection is
established between reading and adding new knowledge. In general, the reception
cluster used in the educational process increases the motivation of students, creates an
atmosphere of cooperation, and serves to develop the professional knowledge of
students. The use of the cluster method in the educational process contributes to the
comprehensive development of students' thinking, improves their analytical, critical,
and creative abilities, and increases the overall effectiveness of learning.
REFERENCES:
1.
Tairova N.S. New innovative technologies in teaching the subjects “Drawing
Geometry” and “Engineering Graphics”. “Economy and Society” No. 11 (90) 2021. 1094
pages.
2.
I.O. Zagashev, S.I. Zair-Bek
–
St. Petersburg: Alliance. “Delta”, Critical thinking:
development technology: A manual for teachers / 2003. 272 p.
3.
Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the
classroom. M. Enlightenment; 2014. 175 p.
4.
E.S. Polat Methods of active learning at the university.
–
M.: Academy, 2015.
