Aksyutina Z.A.
DEVELOPMENT OF CONCEPTUAL THINKING IN UNIVERSITY STUDENTS BY MEANS OF PEDAGOGICAL CATEGORIES AND CONCEPTS ^{[№ 1 ' 2025]}
The development of conceptual thinking in university students is an important pedagogical problem that requires a solution. It is obvious that the material for the development of conceptual thinking should be pedagogical categories and concepts. In the course of the experimental work, the technology of developing conceptual thinking by means of pedagogical categories and concepts that I developed was implemented. The purpose of the study was to identify the effectiveness of the developed technology. To achieve the goal, problems related to identifying the dynamics of conceptual thinking development in bachelors of the "Psychological and pedagogical education" direction were solved. The results of the study show that conceptual thinking in students is insufficiently developed. The reason for this is seen in the reduction of theoretical training and greater focus on self-education in training. The use of the developed technology yielded results in the development of conceptual thinking. The dynamics of changes in the operational criterion of conceptual thinking in students in the experimental group is more intense than in the control group. In absolute terms, the increase is 93.33%. The dynamics of changes in the operational criterion of conceptual thinking among students in the control group is less pronounced than in the experimental group. In absolute terms, the increase is 27.77%. The dynamics of changes in the activity criterion of conceptual thinking among students in the experimental group is more intense than in the control group. In absolute terms, the increase is 66.66%. The dynamics of changes in the activity criterion of conceptual thinking among students in the control group is less pronounced than in the experimental group. In absolute terms, the increase is 22.22%. The data obtained prove the effectiveness of the developed technology for the formation of conceptual thinking by means of pedagogical categories and concepts.