Abstract
In the context of global competition, the ability to think outside the box and work effectively in a team, acquired through the use of project-based technologies, plays a key role in preparing the younger generation for future professional challenges. Methods that promote the active development of these qualities, such as project-based learning, have proven themselves in the international context as an effective way to unlock the creative potential of students. The purpose of the study was to investigate the features of using project-based technologies for the development of creative abilities of primary school students in foreign countries. General methods of scientific research, such as empirical (observation, comparison) and complex (analysis and synthesis), were applied. Various approaches to the interpretation of project-based learning, conditions for its effectiveness and advantages for the development of children’s creative abilities are presented. Studies that demonstrate the successful use of project-based technologies in foreign countries, namely: Finland, Great Britain, USA, Canada, Poland, Czech Republic, Netherlands, Norway, Sweden, Spain, Germany, Japan, and methods that contribute to the development of creative and critical thinking in primary school students are analysed. It was found that creativity is a key competence of students’ future success. The use of project-based technologies in primary schools contributes to the identification of individuality and the development of personal qualities. The use of project-based technologies in primary schools in foreign countries is an effective means of developing students’ creative abilities, the learning environment that promotes students’ self-realisation, development of their creative potential, and preparation for the requirements of the modern world. The practical significance of the study is to provide teachers, methodologists and other teachers of Ukrainian primary schools with information and insights on the use of project-based technologies for the development of creative abilities of students based on foreign experience
Keywords
creative abilities of primary school students; project method; project activity; foreign experience; educational process in primary school
References
[1] Acquaintance with education systems of Finland, Sweden, Denmark. (2018). Retrieved from https://www.dano.dp.ua/diyalnist/mizhnarodni-vidnosyny/1654.
[2] Baburets, M. (2019). From objects to projects. The boldest education reform in Finland. Retrieved from https://life.pravda.com.ua/society/2017/01/9/221945/.
[3] Bondar, V. (2020). Project activity in the extra-class work of the primary school. Bulletin of the Cherkasy National University Named After Bohdan Khmelnytskyi. Series: “Pedagogical Sciences”, 4. doi: 10.31651/2524-2660-2019-4-76-82.
[4] Bondareva, K., & Ivleva, O. (2021). Features of using project technologies in lessons I explore the world in the conditions of the new Ukrainian school. In Modernization of science and its influence on global processes (pp. 52-53). Bern: Swiss Confederation. doi: 10.36074/scientia-05.11.2021.
[5] Chub, K. (2022). Features of use of design technology of learning in primary school. Perspectives and Innovations of Science, 13(18), 509-515. doi: 10.52058/2786-4952-2022-13(18)-509-515.
[6] Dewey, D. (2003). Experience and education. Retrieved from https://www.schoolofeducators.com/wp-content/uploads/2011/12/EXPERIENCE-EDUCATION-JOHN-DEWEY.pdf.
[7] Didyk, Y., & Liba, O. (2022). Formation of creative abilities of younger schoolchildren in the concept of the new Ukrainian school. Mukachevo: Mukachevo State University.
[8] Dubrovska, L., Dubrovskyi, V., & Butenko, S. (2022). Modern pedagogical tasks and methods of developing the creative abilities of younger schoolchildren (and the cycle). Research Notes. Series “Psychology and Pedagogy Research”, 2, 61-68. doi: 10.31654/2663-4902-2022-РР-2-61-68.
[9] Fried-Booth, D. (2002). Project work (2 ed.). Oxford: Oxford University Press.
[10] Golovina, O. (2019). How to teach through projects. Examples from Finnish lessons. Retrieved from https://nus.org.ua/articles/yak-mozhna-navchaty-cherez-proekty-pryklady-z-finskyh-urokiv/.
[11] Hrynyova, M. (2017). Educational transformer: Finland as an inspiration. Retrieved from http://education-ua.org/ru/porivnyalna-pedagogika/1104-osvitnij-transformer-finlyandiya-yak-natkhnennya.
[12] Kapelyushna, T. (2019). Peculiarities of using the project method in technological training of US students. Collection of Scientific Papers of Uman State Pedagogical University, 2. doi: 10.31499/2307-4906.2.2010.188060.
[13] Kilpatrick, W. (1918). The project method: The use of the purposeful act in the education process. Teachers College Record, 19, 319-335.
[14] Knoll, M. (2011). Learning through practical problem reading: The project method in the United States, 1860-1915. Journal of International Education and Social Science, 8, 103-127.
[15] Koval, O. (2023). Bicycle park, outdoor classes and protection of individual projects: How the American School in Warsaw teaches. Retrieved from https://osvitoria.media/experience/velopark-zanyattya-prosto-neba-ta-zahyst-indyvidualnyh-proyektiv-yak-navchaye-amerykanska-shkola-u-varshavi/.
[16] Kupchak, S. (2021). Foreign experience of training future primary school teachers for the use of project technology. Ukrainian Professional Education, 9-10, 144-150. doi: 10.33989/2519-8254.2021.9-10.263655.
[17] Lavrenko, S. (2021). The specifics of using the project method in primary school. In New and traditional in the research of modern representatives of psychological and pedagogical sciences: Collection of theses of sciences works of the participants of the international science and practice conference (pp. 63-67). Lviv: Public Organisation “Lviv Pedagogical Community”.
[18] Madzhigon, V. (2004). Productive pedagogy. Kyiv: September.
[19] Melnikova, D. (2021). Five secrets of the Finnish educational miracle. Retrieved from https://osvitoria.media/experience/5-sekretiv-finskogo-osvitnogo-dyva/.
[20] Mykhaylenko, O., & Butko, T. (2023). Project method in domestic and foreign pedagogical theory and practice. Pedagogical Sciences: Realities and Prospects, 92(1), 79-83. doi: 10.31392/NPU-nc.series5.2023.92.1.16.
[21] Prima, D. (2020). Project-research activity of the primary school teacher in the context of the requirements of the school. Proceedings. Series: Pedagogical Sciences, 189, 152-155. doi: 10.36550/2415-7988-2020-1-189-152-155.
[22] Richards, C. (1900). The function of hand work in the school. Teachers College Record, 1(5), 1-28. doi: 10.1177/016146810000100.
[23] Rudakova, T. (2005). A didactic game is an effective means of activating students’ creative activity. Elementary School, 16, 7-13.
[24] Semankiv, M., Karpenko, N., & Bilusiak, B. (2019). Design technologies in the educational process. In Information technologies in technical and special purpose systems (pp. 106-109). Ivano-Frankivsk: Vasyl Stefanyk Precarpathian National University.
[25] Senko, Yu. (2019). Peculiarities of the development of creative abilities of younger schoolchildren. In Primary education: History, problems, prospects. Materials of the II all-Ukrainian scientific and practical Internet conference (pp. 208-210). Nizhin: Nizhyn Mykola Gogol State University.
[26] Shvets, T. (2017). School education in Finland: Secrets of success. Head Teacher, 10, 4-8.
[27] Snedden, D. (1923). Sociology, a basic science to education. Teachers College Record, 24(2), 1-10. doi: 10.1177/016146812302400204.
[28] Sukhoveenko, K. (2019). School education: Experience of foreign teachers. Retrieved from https://naurok.com.ua/post/shkilna-osvita-dosvid-zakordonnih-pedagogiv.
[29] The experience of a teacher from Ternopil who works in Wales: No pursuit of the material, but mainly project work. (2023). Retrieved from https://osvitanova.com.ua/posts/6055-dosvid-vchytelky-z-ternopolia-iaka-pratsiuie-v-uelsi-bez-honytvy-za-materialom-a-v-osnovi-proiektna-robota.
[30] Tovkanets, H., & Hapak, Y. (2019). Design technologies in the development of creative abilities of primary school students. In Modern trends in the development of science and education in the context of deepening European integration processes. Collection of abstracts based on the materials of the III all-Ukrainian scientific and practical conference (pp. 311-312). Mukachevo: Mukachevo State University.
[31] Woodward, C. (1887). The manual training school, comprising a full statement of its aims, methods, and results. Boston: Heath.
[32] Zabiaka, I. (2023). Czech schools: “Slow” program and career guidance from the age of 10. Retrieved from https://osvitoria.media/experience/cheski-shkoly-povilna-programa-ta-proforiyentatsiya-z-10-rokiv/.