The impact of project activity on the development of school students' cognitive interests in technology lessons

Abstract

Introduction. Project-based activity as an innovative educational technology is capable of significantly increasing students cognitive activity and learning motivation. This becomes especially relevant in the context of teaching such a practice-oriented discipline as Technology. The purpose of this study is to identify the impact of project-based activity on the development of cognitive interests of students in grades 5–8 in Technology lessons. The objectives of the study were: 1) to design and implement a series of projects within the Technology course; 2) to assess the dynamics of students cognitive activity during a formative experiment. Methods. The methodological framework was based on activity-based and learner-centered approaches. The sample consisted of 50 students in grades 5–8 (25 in the experimental group and 25 in the control group). In the experimental group, four educational projects were implemented over the course of one semester. To assess the level of cognitive activity, the following tools were used: the C.D. Spielberger questionnaire (adapted by A.D. Andreeva), the Cognitive interests questionnaire (G.I. Shchukina), and the expert assessment method. Measurements were conducted at the beginning and at the end of the experiment. The obtained data were processed using Fisher s criterion. Results. It was found that: 1) by the end of the experiment, the level of cognitive activity in the experimental group had significantly increased; 2) the proportion of students with a high level of cognitive interest in the subject increased (from 15% to 38%); 3) the number of students choosing Technology for the final project work increased (from 5% to 27%); 4) the average score in Technology in the experimental group increased by 15%. Discussion. The study demonstrated that the inclusion of elements of project-based activity in the Technology course significantly stimulates students cognitive activity, increases interest in the subject, and improves academic performance. The obtained data expand scientific understanding of the didactic potential of the project method and open up prospects for its integration into school technological education. The practical significance of the study is associated with the possibility of disseminating the tested projects in pedagogical practice.