Activating Primary School Students’ Critical Thinking Through Games And Projects In Native Language And Reading Literacy Lessons

Abstract

The article explores the methodological potential of didactic games and project-based learning for activating primary school students' critical thinking in native language and reading literacy lessons. Five didactic games are selected by grading questions and tasks according to the revised taxonomy of Anderson and Krathwohl, and four mini-projects are designed using Kilpatrick’s four phases and the GRASPS structure. A four-week cycle in which a game serves as a practice task and a project as a transfer task is proposed, together with formative assessment tools. The effectiveness of the proposals is to be tested at the experimental stage.