CRITICAL THINKING DEVELOPMENT IN THE 10TH GRADE STUDENTS DURING THE STUDY OF THE THEME «BIODIVERSITY»

Abstract

The article deals with the study of the critical thinking development in the tenth grade students and methods of its implementation in biology lessons during the study of the theme «Biodiversity». A pedagogical experiment was conducted and characterized on the basis of Klevan Lyceum №1. It was proven that the application of various elements of critical thinking technology in biology lessons contributes to the effective development of students’ critical thinking, forms the ability to analyze and objectively evaluate, distinguish facts from opinions, solve problems, be able to find contradictions and find mistakes. A learning strategy with an implementation of a three-phase model «challenge – understanding – reflection» was used for studying the effectiveness of the methodology for the critical thinking development during the study of the theme «Biodiversity». The main stages of the model are characterized and examples of practical application of critical thinking development techniques in biology lessons in the10th grade are given, the effectiveness of the implementation of the methodology is analyzed. It was found that the average values of the main criteria of critical thinking after the experiment increased from 43.0% (input control) to 65.9%. The levels of indicators formation of students’ critical thinking significantly improved according to all evaluation criteria. Thus, in the experimental class, the high level of indicators of critical thinking formation according to value-need and regulatory-evaluative criteria is 20.8% higher than in the control class. The use of methods and techniques of technology for the critical thinking development, which were used in the study, showed their effectiveness during the knowledge assimilation by students, the formation of key competencies and the development of personal qualities. Thus, they are recommended for implementation in the educational process.