Розвиток критичного мислення учнів на уроках природничого циклу засобами цифрових інструментів: теоретичний аспект

Abstract

The modern system of general secondary education in Ukraine is developing amid profound digital transformation and arethinking of learning goals. Within the New Ukrainian School, the emphasis shifts from the acquisition of ready-madeknowledge to the formation of key competencies, among which critical thinking holds a central place. The ability of a studentto analyze information, evaluate the reliability of sources, draw well-grounded conclusions, and refl ect on their own reasoningbecomes not only an educational but also a social necessity in conditions of information overload, the spread of disinformation, and the rapid development of generative artifi cial intelligence. Science classes have particular potential for developing critical thinking, since by their epistemological nature they are based on observation, hypothesis formulation and testing, data analysis, and the drawing of evidence-based conclusions. The article theoretically substantiates the role and pedagogical potential of digital tools in developing students’ critical thinking in science classes and systematizes approaches to their application according to their impact on the components of critical thinking. The basic components of critical thinking relevant to scienceeducation are identifi ed: interpretation, analysis, evaluation, inference, argumentation, and self-regulation. A typology of digital tools is proposed (interactive simulations and virtual laboratories, collaborative inquiry platforms, dialogic platforms, AI assistants, and visualization tools) according to the critical thinking operations they predominantly develop. A theoretical model is constructed that refl ects the mediated nature of a digital tool’s infl uence on critical thinking through didactic support. It is demonstrated that a digital tool by itself does not ensure the development of critical thinking; the decisive condition is didactic support based on inquiry-based, problem-based, and dialogic approaches. This caution against techno-optimism is the key theoretical result of the study, with practical signifi cance for designing science lessons in a digital educational environment.