Improving The Methodology For Developing Logical Thinking In Future Primary School Teachers Kalekeeva Sarbinaz Turkmenbaevna

Аннотация

The formation of logical thinking is considered a cornerstone of professional readiness for future primary school teachers because it underpins lesson design, classroom decision-making, and children’s cognitive development. Although logic-oriented courses are present in most teacher-education programmes, many graduates still demonstrate fragmented analytical skills that hamper their ability to scaffold pupils’ reasoning. The present study proposes and validates an integrative methodology that systematically intertwines formal logic, problem-based learning, and metacognitive reflection across pedagogical disciplines. A mixed-methods design combined a quasi-experiment with qualitative classroom observation in two universities. Quantitative data from pre- and post-intervention tests (N = 124) revealed a statistically significant increase in composite logical-thinking scores in the experimental cohort (t = 4.73; p < 0.01), while control-group gains remained modest and non- significant. Qualitative findings corroborated the numerical trend: student–teachers who experienced the integrative methodology displayed richer theorem-based argumentation, more consistent use of deductive steps, and higher adaptability when modelling tasks for pupils. The article discusses curriculum implications, emphasising the importance of iterative reflection sessions and authentic micro-teaching to consolidate logical habits of mind. It concludes that a carefully scaffolded sequence of logic-embedded activities can elevate future teachers’ professional reasoning and, ultimately, enhance the logical culture of primary classrooms. Keywords: Logical thinking; teacher education; primary school; integrative methodology; problem-based learning; metacognition; professional reasoning. reasoning from the first years of schooling. Future Introduction: Primary education is increasingly teachers must therefore master not only formal logical expected to cultivate not only basic literacy and operations—definition, comparison, classification, numeracy but also coherent reasoning in young inference—but also metacognitive regulation enabling learners. Teachers therefore require robust logical them to monitor their own reasoning processes while thinking to design instructional trajectories that foster guiding children (Smirnova, 2021). Existing cause–effect analysis, classify concepts, and model methodologies frequently ignore this dual problem-solving procedures suitable for children’s requirement, treating logical thinking as a static developmental levels. However, empirical studies cognitive skill rather than a dynamic habit reinforced conducted in Central Asia and Eastern Europe show through pedagogical action. that novice teachers often rely on intuitive judgements rather than systematic deduction when planning International literature proposes problem-based lessons or assessing pupil thinking (Ivanov, 2022; learning (PBL) and reflective practice as vehicles for Karimov, 2024). The deficiency is partly rooted in cultivating professional reasoning (Schön, 2016; fragmented university curricula, where logic is taught Savery, 2019), yet empirical validations focused on as an isolated theoretical subject instead of an applied primary-teacher preparation remain scarce. Most professional tool (Petrova & Simakov, 2023). investigations involve STEM preservice teachers, leaving a gap regarding early-years specialists whose Moreover, the rapid transition to competency-based logic must align with young pupils’ concrete- standards in Uzbekistan has intensified the demand for operational thinking. Addressing this gap, the present instructional designs that stimulate independent International Journal of Pedagogics 369 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) study formulates and tests an integrative methodology variables, probabilistic reasoning, and correlational that embeds logical-thinking development within core reasoning. Internal consistency for the present study pedagogical modules, practicum experiences, and was satisfactory (Cronbach’s α = 0.82). Classroom structured reflection sessions. The research asks: observations used an analytic rubric capturing explicit logical operations during lesson planning and delivery 1. How does the integrative methodology (scale 1–5 across seven indicators). Interview protocols affect the logical-thinking proficiency of preservice explored perceived cognitive changes and primary teachers? methodological challenges. 2. Which pedagogical mechanisms within Quantitative analysis applied paired-sample t-tests to the methodology contribute most to observed gains? evaluate within-group gains and independent-sample 3. What curricular adjustments are t-tests for between-group differences. Effect sizes were necessary for sustainable implementation in teacher- calculated via Cohen’s d. Qualitative data underwent training institutions? thematic coding using NVivo 14, following a