DEVELOPMENT OF COGNITIVE ACTIVITY IN PRIMARY SCHOOL STUDENTS BASED ON SITUATIONAL TASKS

Abstract

This study examines the effectiveness of situational tasks in fostering cognitive engagement among primary school students. The research was conducted on the basis of a comparative analysis of educational practices in Kazakhstan, China, Japan, and South Korea. A descriptive survey method was employed for data collection, involving 138 primary school teachers from both urban and rural schools in Kazakhstan. The results indicated that situational tasks significantly enhance students’ classroom engagement, problem-solving abilities, critical thinking, and collaborative skills.

Analysis of international practices demonstrated that in China, Japan, and South Korea, lessons incorporating visual aids, interactive games, and structured scenarios create conducive conditions for active learning and strengthen students’ cognitive motivation. Based on the findings, the study concludes that the systematic integration of situational tasks can align primary education in Kazakhstan with international practices and effectively support students’ cognitive development.