VISUALIZATION OF KNOWLEDGE BY WEB TECHNOLOGY IN THE FORMATION OF PRE-SERVICE COMPUTER SCIENCE TEACHERS’ CRITICAL THINKING
DOI:
https://doi.org/10.31110/fmo2025.v40i5-11Keywords:
critical thinking, web-based visualization, concept maps, mind maps, pre-service informatics teachers, digital tools, pedagogical conditions, knowledge visualization, higher education, teacher educationAbstract
Formulation of the Problem. The preparation of pre-service informatics teachers requires not only mastering programming languages and digital services but also developing critical thinking, which involves the ability to analyze information, identify assumptions, evaluate alternatives, build arguments, and reflect on one’s own judgments. Web-based knowledge visualization tools (mind maps, concept maps, diagrams, interactive whiteboards) create conditions for the external representation of learners’ reasoning; however, in practice, they are often used merely as auxiliary visual aids rather than as instruments for fostering critical thinking.
Materials and Methods. The theoretical framework is based on the analysis of studies on critical thinking, teachers’ digital competence, knowledge visualization, and the use of web technologies in education. The empirical part relies on a comparative pedagogical experiment involving control and experimental groups of learners majoring in Secondary Education (Informatics). This involves analyzing their learning products (web-based maps, diagrams, and course models).
Results. A generalized model for integrating web-based knowledge visualization tools into the preparation of pre-service informatics teachers was developed. It was established that the consistent implementation of the web-tool integration model ensures a steady, positive dynamic in all critical thinking indicators for the experimental group. A set of pedagogical conditions under which knowledge visualization tools fully realize their potential was empirically substantiated: integrated. It was shown that under these conditions, visual models cease to function as mere “illustrations” and become a means of analysis, critical revision, and self-correction of reasoning.
Conclusion. The generalized model of integrating web-based knowledge visualization tools into the preparation of pre-service informatics teachers enables the purposeful development of critical thinking through work with professionally relevant objects, such as algorithms, digital resources, models of educational situations, and course projects. The identified pedagogical conditions can be used to improve the content and instructional design of courses related to methods of teaching informatics and educational technologies, and can be adapted for the preparation of other professional categories for whom knowledge visualization is a central means of understanding complex systems and processes.
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Copyright (c) 2025 Артем Юрченко, Роман Момот, Марія Острога, Олена Семеніхіна
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