DETERMINANTS OF DEVELOPING INTELLECTUAL AUTONOMY IN PRIMARY SCHOOL STUDENTS AND THEIR PEDAGOGICAL TRANSFORMATION MECHANISM
Résumé
This thesis is dedicated to identifying the psychological determinants of intellectual autonomy development in primary school students and the mechanisms of their pedagogical transformation. In the study, intellectual autonomy is interpreted as the student's ability to think independently, analyze knowledge, make alternative decisions, and manage their cognitive activities. The work substantiates cognitive development, internal motivation, reflection, and metacognitive processes as the primary psychological determinants of intellectual autonomy. Furthermore, a system of pedagogical mechanisms has been developed for the effective implementation of these determinants into the educational process, such as problem-based learning, creative tasks, dialogic communication, and developmental assessment.
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