CRITICAL THINKING TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: THE PATH TO DEEP UNDERSTANDING

Abstract

The article explores the problem of integrating critical thinking technologies into the natural science education of primary school in the context of profound transformations of the modern educational system. The authors emphasize that the new educational paradigm is aimed at comprehensive intellectual and moral development of the individual, fostering independent, creative, and critical thinking, which is a key objective of many international programs. It is highlighted that the rapid growth of information flows requires students to be able to analyze, evaluate, and apply knowledge in practice rather than merely memorize facts. Special attention is paid to the integrated course “I Explore the World”, which combines natural science, social studies, and historical knowledge, forming a holistic worldview and scientific outlook among younger students. The article outlines three key characteristics of critical thinking – organization, logic, and reflection – and demonstrates their potential in developing curiosity, responsibility, systematicity, and tolerance. Differentiated tasks (reproductive, reconstructive-variative, partially exploratory, creative) are considered as tools for developing skills of analysis, classification, synthesis, and generalization. The technology of critical thinking development is presented through three stages – evocation, comprehension, and reflection – using modern methods such as “Question Flower” (Bloom), INSERT, Fishbone, Edward de Bono’s “Six Thinking Hats,” and the strategy of “thin” and “thick” questions. The conclusion is drawn that the use of these technologies in natural science education not only deepens the understanding of learning material but also ensures the formation of a scientific worldview, civic consciousness, and readiness of students for sustainable development.