PROJECT OF A MECHANISM FOR DEVELOPING STUDENTS’ CONCEPTUAL THINKING IN HIGHER EDUCATION
DOI:
https://doi.org/10.47390/ydif-y2026v2i4/n12Keywords:
conceptual thinking, higher education, mechanism, design, competence, reflection, metacognitive approach, integrative model, problem-based learning.Abstract
This article scientifically, theoretically, and practically substantiates the issue of designing a mechanism for developing students’ conceptual thinking in higher education institutions. Conceptual thinking is interpreted as a type of intellectual activity that forms students’ competencies in systematizing knowledge, identifying relationships between concepts, making well-grounded decisions in problem situations, and conducting reflective analysis. The study systematizes the structural stages, pedagogical conditions, and methodological tools for designing a mechanism to develop conceptual thinking. As a result, an integrative pedagogical model aimed at developing conceptual thinking and criteria for assessing its effectiveness were developed.
References
1. Vygotskiy L.S. Myshleniye i rech’ (Fikrlash va nutq). Moskva: Labirint, 1999. 352 b.
2. Bruner J.S. The Process of Education. Cambridge, MA: Harvard University Press, 1960. 97 p.
3. Ausubel D.P. Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston, 1968. 685 p.
4. Dewey J. How We Think. Boston: D.C. Heath and Company, 1910. 224 p.
5. Hattie J. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. London–New York: Routledge, 2009. 378 p.
This work is licensed under a 