The article substantiates the structure and pedagogical mechanism for preparing primary school studentsfor creative design activities in technology education. The study integrates systemic, activity-based, project-based, competency-based, and learner-centered approaches. Readiness for creative design is defined through motivational-target,problem-cognitive, idea-creative, design-operational, communicative-collaborative, and reflective-evaluative components.The design process is structured as “problem – awareness of need – idea generation – selection of alternatives – planning– prototyping – testing – improvement – presentation – reflection.” A gradual model of design activity is substantiated:Grades 1–2 focus on modifying models and creating alternatives, Grade 3 on independently finding solutions to problems,and Grade 4 on completing the full project cycle. Criteria for assessing students’ creative design activities include problemawareness, diversity and originality of ideas, planning, practical implementation, improvement, justification, collaboration,and reflection.
| Mualliflar | Rustamova , Manzura |
|---|---|
| Jurnal | Innovation science and technologiy |
| Nashr sanasi | 2026-08-01 |
| Jild | 2 |
| Son | 8 |
| Betlar | 131-138 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.22090965 |
DOI: 10.5281/zenodo.22090965 · Maqolaning asl sahifasi
technology education, creative design, primary education, creative thinking, project activity, prototyping, reflection, creative competence.
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