Development of creative abilities of primary school students by means of project-based technologies in foreign countries
Bibliographic record
Abstract
In the context of global competition, the ability to think outside the box and work effectively in a team, acquired through the use of project-based technologies, plays a key role in preparing the younger generation for future professional challenges. Methods that promote the active development of these qualities, such as project-based learning, have proven themselves in the international context as an effective way to unlock the creative potential of students. The purpose of the study was to investigate the features of using project-based technologies for the development of creative abilities of primary school students in foreign countries. General methods of scientific research, such as empirical (observation, comparison) and complex (analysis and synthesis), were applied. Various approaches to the interpretation of project-based learning, conditions for its effectiveness and advantages for the development of children’s creative abilities are presented. Studies that demonstrate the successful use of project-based technologies in foreign countries, namely: Finland, Great Britain, USA, Canada, Poland, Czech Republic, Netherlands, Norway, Sweden, Spain, Germany, Japan, and methods that contribute to the development of creative and critical thinking in primary school students are analysed. It was found that creativity is a key competence of students’ future success. The use of project-based technologies in primary schools contributes to the identification of individuality and the development of personal qualities. The use of project-based technologies in primary schools in foreign countries is an effective means of developing students’ creative abilities, the learning environment that promotes students’ self-realisation, development of their creative potential, and preparation for the requirements of the modern world. The practical significance of the study is to provide teachers, methodologists and other teachers of Ukrainian primary schools with information and insights on the use of project-based technologies for the development of creative abilities of students based on foreign experience
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".