Formation of cognitive interest in younger school students according to the updated lesson structure

Abstract

The article is devoted to the study of the effectiveness of the innovative methodology of the updated lesson structure for the development of cognitive interest of primary school students in primary school mathematics lessons. The article analyzes modern approaches to understanding the concept of “cognitive interest” and identifies five main characteristics of cognitive interest. The authors conducted a study in which they used new approaches to planning and conducting mathematics lessons in order to stimulate the cognitive activity and interest of primary school students. The article describes in detail the methodology for implementing the updated lesson structure, which includes elements of emotional intelligence (self-reflection, identification of emotions, etc.), social interaction, and active learning methods. In particular, a detailed analysis of each of the stages of the updated structure is made and is related to the development of cognitive interest of primary school students. The authors conducted empirical research based on observations, questionnaires, and psychometric measurements to assess the effectiveness of the proposed methodology. The study was conducted on the basis of 3 schools in Kyiv, which included 6 classes with 184 students. Of these, 90 were the control group and 94 were the experimental group. The results of the study clearly indicated the positive impact of the updated lesson structure on the cognitive interest of students. The study participants showed an increased level of activity during the lessons. They were more interested in the material they were studying, which led to a deeper learning of the subject matter.