EVALUATION OF THE EFFECTIVENESS OF PROBLEM-ORIENTED LEARNING IN THE FUNDAMENTAL COURSE OF COLOR SCIENCE FOR DEVELOPING STUDENTS’ CRITICAL THINKING

Abstract

The article is dedicated to assessing the effectiveness of problem-oriented learning (POL) in the basic color science course for the development of students’ critical thinking. The relevance of the topic is due to the need to search for innovative pedagogical approaches that promote students’ ability to conduct in-depth analysis and find unconventional solutions to professional problems. The aim of the study is to determine the impact of POL on the development of students’ critical thinking during the study of color science. The objectives included the development of a problem-oriented course program, the organization of experimental learning, and the evaluation of the dynamics of critical thinking development. Research methods: pedagogical experiment, critical thinking testing using Starkey’s methodology [3], statistical data analysis (Student’s t-test). The empirical base consisted of 112 first and second-year students of art and graphics departments. The results show that in the experimental group, which was taught using POL, the average increase in critical thinking indicators is 28%, significantly higher than in the control group (12%, p< 0.01). A positive correlation is found between students’ activity in solving problem tasks and the development of their analysis, argumentation, and information evaluation skills (r=0.68, p<0.01). It is concluded that POL is highly effective for developing critical thinking, provided that problem methods are applied systematically. The obtained results contribute to the improvement of the teaching methodology of color science and can be used to optimize the professional training of artist-educators. Prospects for research are associated with the development of a comprehensive technology for developing critical thinking through artistic disciplines.