Abstract:
A methodology for conducting classes using new forms of work that promote the development of critical
thinking has been developed. The first year students took part in the experiment. Pedagogical experiment
consisted of three stages, namely, ascertaining, formative and control. Classes were held with the use of various
techniques such as schemes, diagrams, presentations, clusters, which made the classes more interesting,
cognitive and diverse. Questionnaires and questions for testing the level of components development of critical
thinking were designed. They helped to determine the level of educational motivation and to test the effectiveness
of supporting abstracts. These tasks were applied before the beginning of the experiment to determine
the initial level of development of critical thinking, as well as after the formation stage. The results of
the present stage of the experiment showed that the level of critical thinking of first-year students was not sufficiently
developed. The obtained data of research can be used at creation of a technique of students’ critical
thinking development in the chemistry course teaching. In comparison with the traditional form of teaching,
where an authoritarian approach to learning is used, this technology provides a free liberal form of conducting
a lesson that leads to the awakening of students' cognitive activity. Traditional evaluation technique can be
used to assess students when using new forms of work, since the components of critical thinking cannot be
evaluated specifically. The technology helps to establish a discussion between students, through a form of
work such as oral presentation.
