DEVELOPING STUDENTS’ INTEGRATIVE INTERDISCIPLINARY CRITICAL THINKING SKILLS THROUGH THE CONCEPT MAPPING METHOD IN STEAM CLASSES (BASED ON THE EXAMPLE OF SPECIALIZED SCHOOLS)

Abstract

This thesis examines the development of students’ integrative interdisciplinary critical thinking skills through the implementation of the Concept Mapping method within the framework of STEAM education in specialized schools. The study analyzes the pedagogical potential of Concept Mapping as an effective instructional strategy for organizing knowledge structures, establishing logical relationships between interdisciplinary concepts, and enhancing students’ cognitive activity. The research highlights the role of STEAM-based learning in promoting interdisciplinary integration, problem-solving abilities, analytical thinking, and creative approaches among students. The application of Concept Mapping allows learners to visualize connections between scientific concepts, develop independent reasoning skills, and construct meaningful knowledge networks. The findings demonstrate that integrating the Concept Mapping method into STEAM classes contributes to improving students’ critical thinking, cognitive flexibility, and ability to apply interdisciplinary knowledge in solving complex problems. The study emphasizes the importance of innovative pedagogical approaches in specialized schools for preparing students with higher-order thinking skills required in modern educational environments.