Volume/Issue :

Article type :

Case study

Page No :

74-92

Abstract :

Critical thinking is one of the most important competencies in today’s world, which is shaped by technology and faces global challenges; therefore, the development of this skill has been a relevant and widely discussed topic in the field of education for some time. Many studies discuss the development of this competency in the context of science education and emphasize the impact of collaborative learning. This article analyzes the issue of how to foster critical thinking among primary school students and whether the use of cooperative learning methods in science classes can contribute to this. The aim of the study is to investigate the effectiveness of educational activities in fostering critical thinking among third-grade students through the use of cooperative learning methods. Research objectives: 1) to review the scientific and methodological literature on the development of critical thinking in primary school, examine different collaborative methods, and assess their potential for fostering students’ critical thinking in science classes, 2) to plan and implement a science educational activity in the 3rd grade that applies the “think-pair-discuss” cooperative learning method, 3) analyze the results obtained and determine the effectiveness of the selected method in fostering critical thinking in third-grade science classes, identify the limitations of this approach, and discuss possibilities for its broader application.The study revealed that 1) the cooperative learning method (think-pair-discuss) can contribute to the development of critical thinking when applied in lessons, organized according to a specific structure designed to improve critical thinking, encompassing the stages of activation, questioning, comprehension, and reflection; 2) these methods can be adapted to the context of the subject matter and the students’ ages; 3) nevertheless, it is important to consider how to assess each student’s individual progress in terms of critical thinking achievements.

Keywords :

collaborative learning, critical thinking, lesson, primary education, science education

References :

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Cite as :

Valiušaitytė, S. (2026). Mokinių kritinio mąstymo ugdymas gamtos mokslų pamokose 3-ioje klasėje [Developing students` critical thinking in science lessons in 3rd grade]. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 17(1), 74–92. https://doi.org/10.48127/spvk-epmq/26.17.74