Primary School Pupils’ Problem-Solving Skills Formation

Oleksandra Yankovych (), Inna Shorobura (), Olena Binytska (), Kateryna Binytska (), Marija Czepil (), Oresta Karpenko (), Iryna Zharkova (), Tetyana Hladiuk () and Valentyna Matiiash ()
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Oleksandra Yankovych: Ternopіl Vоlоdymyr Hnatiuk National Pedagogical Universit, Ternopіl, Ukraine; Kujawy and Pomorze Universit in Bydgoshch, Bydgoshch, Poland
Inna Shorobura: Khmelnytskyi Humanitarian-Pedagogical Academy
Olena Binytska: Khmelnytskyi Humanitarian-Pedagogical Academy
Kateryna Binytska: Khmelnytskyi Humanitarian-Pedagogical Academy
Marija Czepil: Drohobych Ivan Franko State Pedagogical University, Ukraine; Maria Curie-Skłodowska University in Lublin, Poland
Oresta Karpenko: Drohobych Ivan Franko State Pedagogical University, Ukraine
Iryna Zharkova: , Ternopіl Vоlоdymyr Hnatiuk National Pedagogical Universit, Ternopіl,Ukraine
Tetyana Hladiuk: , Ternopіl Vоlоdymyr Hnatiuk National Pedagogical Universit, Ternopіl,Ukraine
Valentyna Matiiash: , Ternopіl Vоlоdymyr Hnatiuk National Pedagogical Universit, Ternopіl,Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2020, vol. 12, issue 2, 148-168

Abstract: The article substantiates the forms and methods of Ukrainian primary school pupils’ problem-solving skills formation. The effects caused by the lack or absence of such skills in children are shown. Purpose of the article: to substantiate the forms and methods of primary school pupils’ preparation for solving life problems. Purpose of the article: to substantiate the forms and methods of primary school pupils’ preparation for solving life problems. The following problems that occur with primary school pupils are classified: cognitive, procedural, related to communication, emotional states, problems of recognition, security. On the basis of tests, questionnaires and conversations with schoolchildren, the difficult situations which frequently happen in children’s lives are revealed. The mistakes which pupils have made during testing are identified. The lessons which might help to solve the problems are displayed. Case studies, in relation to interactive technology methods, have been analysed as the effective way to solve pupils’ problems. Examples of case situations are given. Diagnostic tools for measuring pupils’ awareness of problem-solving skills are identified. Indicators of awareness levels (high, sufficient, initial) are determined. The effectiveness of the proposed forms and methods of work has been proved experimentally. The emphasis is placed on the need to improve the training of future educators in the direction of pupils’ problem-solving skills formation.

Keywords: primary school pupils; problem-solving skills; case study; interactive methods (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:12:y:2020:i:2:p:148-168

DOI: 10.18662/rrem/12.2/271

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