Cross-Cutting Approach in the Formation of Critical Thinking of Primary School Learners

Abstract

The article explores the psychological and pedagogical aspects of developing critical thinking in primary school learners. Its primary objective was to analyze these aspects and experimentally assess the impact of a specially designed system of end-to-end exercises on the level of critical thinking formation in young students. The research hypothesis proposed that integrating a structured system of exercises into the modern primary school curriculum would not only enhance subject mastery but also significantly improve students' critical thinking skills. To test this hypothesis, a range of empirical methods was employed, including diagnostic, observational, prognostic, experimental, and statistical analysis techniques. Students were assigned tasks designed in accordance with critical thinking indicators, and their responses were analyzed. The evaluation of expert assessments confirmed the effectiveness of the selected methodological approach and the implemented system of exercises in actively fostering critical thinking. The results demonstrated a 12.99% increase in the number of students with a high level of critical thinking in the experimental group compared to the control group, a 12.86% rise in those with an average level, and a 25.84% decrease in students with a low level. The study underscores that successfully embedding critical thinking technology in primary education necessitates a systematic approach, teacher preparedness, and a fundamental revision of psychological and pedagogical strategies. This, in turn, will contribute to nurturing a competitive, adaptable, and cognitively proficient young generation.