Analysis of the effectiveness of problem-based learning to enhance the cognitive activity of schoolchildren in technology lessons

Abstract

Problem-based learning is an effective tool for activating the cognitive activity of schoolchildren. Despite the considerable amount of research devoted to this topic, the issue of the application of problem-based learning in technology lessons remains insufficiently studied. The purpose of this work is to conduct a comprehensive analysis of the effectiveness of problem–based learning as a means of stimulating students' cognitive activity in technology lessons. The objectives of the research include the systematization of theoretical approaches, the development and testing of a model of problem-based learning, and the assessment of its effectiveness. The research is based on a combination of theoretical and empirical methods. A systematic review of the literature was carried out, a conceptual and terminological analysis was carried out. A model of problem-based learning has been developed, including a system of problematic situations and tasks. A pedagogical experiment was organized with the participation of 50 schoolchildren in grades 7-8. To assess the effectiveness of the model, the methods of questioning, testing, observation, and statistical data processing (Student's t-test) were used. The application of the developed model of problem-based learning provided a significant increase in the level of cognitive activity of schoolchildren (p<0.01). The positive dynamics of motivation to study technology, the formation of mental activity techniques, and independence in solving problematic tasks are revealed. The model received high marks from teachers in terms of convenience and efficiency of use. The results obtained confirm the effectiveness of problem-based learning as a means of activating the cognitive activity of schoolchildren in technology lessons. The proposed model can be recommended for implementation in educational practice. The prospects for further research are related to adapting the model to other subject areas, expanding the range of problem situations, and in-depth study of the metacognitive effects of problem-based learning.