Проєктна технологія як засіб формування критичного мислення здобувачів освіти

Abstract

Проєктна технологія є ефективним засобом формування критичного мислення здобувачів освіти. Її використання сприяє розвитку аналітичних умінь, навичок аргументації, оцінювання інформації та прийняття обґрунтованих рішень. Проєктна діяльність забезпечує активне залучення здобувачів освіти до процесу пізнання, формує їхню самостійність, відповідальність та готовність до вирішення реальних проблем. Ефективність проєктної технології залежить від створення відповідних педагогічних умов, організації співпраці та використання проблемно-пошукових методів навчання.The article addresses the relevance of developing learners’ critical thinking as one of the key objectives of contemporary education in the context of the rapid development of information technologies and the growing volume of information. Project-based learning is considered an effective pedagogical technology that integrates theoretical knowledge with practical activities, enhances learners’ cognitive engagement, and creates favorable conditions for the development of research and analytical skills. The theoretical foundations of project-based learning and the role of learning through activity in personal development are outlined with reference to the ideas of J. Dewey and W. Kilpatrick, as well as contemporary research on critical thinking. The paper highlights the main stages of project-based learning, including problem identification, information search and analysis, hypothesis formulation, activity planning, practical task implementation, presentation of results, reflection, and assessment. Such an organizational structure contributes to the development of learners’ logical, analytical, and critical thinking skills. In the course of project activities, learners analyze and evaluate information, compare different approaches to solving problems, formulate and substantiate their own viewpoints, assess alternative solutions, and draw evidence-based conclusions. Particular attention is paid to the pedagogical conditions that ensure the effectiveness of project-based learning in developing critical thinking. These conditions include creating a problem-oriented and inquiry-based learning environment, encouraging learners’ independent activity, using interactive teaching methods, promoting collaboration and teamwork, ensuring interdisciplinary integration, and supporting learners’ creative and research activities. The teacher’s role is emphasized as that of a facilitator, consultant, and organizer of the learning process rather than merely a source of information. The study concludes that project-based learning is an effective means of developing learners’ critical thinking, analytical and argumentative skills, information evaluation abilities, and capacity to make reasoned decisions. Its systematic implementation promotes learners’ autonomy, responsibility, active engagement in learning, and readiness to address real-life problems.