Students' Cognition in the Teaching of Technology. Opportunities for Activity Development

Abstract

The article is based on an experiment conducted among students from the 1st to 4th grades in Baku. The focus of the experiment was placed on the following stages: definition, training, and verification. At the defining stage of the experiment, it was found that primary school teachers poorly use modern educational technologies in teaching, and pay little attention to the development of cognitive activity of young students in technology lessons. A relatively different average level of cognitive activity is observed, and the high level is very small. All this indicates that special attention should be paid to increasing the cognitive activity of students in technology lessons, and this work should be purposeful, systematic, and continuous. The analysis of the experiment results showed that the indicators of the experimental classes are better than those of the control classes. The quality indicator in the control classes averaged 35.7%, whereas in the experimental classes, it was 62.2%. This demonstrates the superiority of the proposed methodology and strongly suggests that the formation and development of students' cognitive activity during technology education in primary grades should always be a focus. As a final result, it was revealed that students from the experimental classes apply the acquired knowledge dynamically due to vital activity (in terms of the speed and quality of task performance) and due to a high level of voluntary efforts to achieve the goal (they insisted on performing the given technological tasks, mobilized their strength, demonstrated complete independence, focused on the task set).