THE DEVELOPMENT OF LOGICAL THINKING IN JUNIOR STUDENTS THROUGH PROJECT-BASED LEARNING EL DESARROLLO DEL PENSAMIENTO LÓGICO EN ALUMNOS JÓVENES A TRAVÉS DEL APRENDIZAJE BASADO EN PROYECTOS O DESENVOLVIMENTO DO PENSAMENTO LÓGICO EM ALUNOS JÚNIOR POR MEIO DA APRENDIZAGEM BASEADA EM PROJETOS A. Zh. Ovchinnikova Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University – Russia B.N. Lazarev Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University – Russia

The article takes a new look at the method of developing logical thinking in junior students based on the correlation between the original and the model and making it possible, unlike traditional methods, to develop students’ speech thinking, intellectual structures, and logical operations more effectively. With the aid of the epistemological, systemic-activity, and milieu approaches, a strategy for developing students’ logical thinking through project-based learning that is premised on the correlation between the original and the model is determined. It ensures the effective development of a) schoolchildren’s intellectual activity b) thinking c) logical memory. The study proves the effectiveness of the presented technology, that implies 1) immersing in the project as well as specifying its goals and objectives; 2) organizing and planning students’ activities; 3) working out the main stages of the project; 4) carrying out the project and its presentation; 5) evaluating the results. Based on the research data, the following criteria were singled out analysis, synthesis, comparison, classification, generalization, and some other criteria, which allowed determining three levels of the development of the phenomenon in question. Our method provides for a significant improvement of the results of the research and ensures the formation of research, informational, regulatory, and analytical universal learning activities (ULAs). The assessment of the effectiveness and validity of the proposed method are corroborated by calculations for the Fisher’s criterion (φ*-criterion). The comparative results of the research before and after the experiment at the high level are 3.564. The obtained empirical values of φ * are in the area of significance. H0 is rejected (the significance axis = 1.64–2.31). Thus, the method in question has a serious impact on the development of logical thinking through project-based learning of junior students.


Introduction
Modern conditions implying the modernization of elementary education and requiring innovative change aim to shape a personality capable of thinking creatively, quickly finding its bearings in any situation, gaining independence, and foreseeing the consequences of one's actions. Researchers lay emphasis on developing logical thinking of junior students as it contributes to developing a holistic system of universal learning activities, organizing independent research work, methods of information processing, revealing interconnections and interdependencies of real objects (originals) in the learning process, and forming intellectual culture. This is facilitated by the emergence of textbooks that stimulate students' mental activity.
A special place in this process is occupied by project-based activities, which rest on research, cognitive and creative skills. However, to ensure the effective development of logical thinking in junior schoolchildren it is important for the teacher to organize project-based activities in such a way as to ensure a high level of forming cognitive activity taking into account the students' personal experience in the process of observation (of the original) and creating intellectual structures (models).
Compared with traditional methods, the method of correlation between the model and the original makes it possible to specify the content and structure of the concept of "logical thinking" and to develop a technology for the implementation of projects that allows educators to develop students' speech thinking, intellectual structures, and logical operations more effectively.
Research hypothesis: the development of logical thinking in junior schoolchildren will be effective if we specify the content and structure of this phenomenon and develop a technology for project-based activities resting on the correlation between the model and the original.
The aim of the article consists in working out and implementing the major directions of the development of logical thinking through project-based activities of junior schoolchildren premised on the correlation between the model and the original. This objective is conditioned by the needs of society, junior school, and by the child's personal motivation.
Research Objectives: -To specify the content and structure of logical thinking in junior students from the methodological and theoretical points of view; Práxis Educacional e-ISSN 2178-2679

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-To work out a technology for project-based activities aimed at effective development of logical thinking in junior schoolchildren.

Literature Review
The The views of scientists on the importance of research skills formed through TRIZ technologies (Altshuller, 1999;Gorev & Utemov, 2014) are noteworthy that allow developing students' research skills.
A special place in this process is occupied by the organization of the project-based Thus, the problem of the development of logical thinking in junior students affects many aspects. However, the analysis of scientific literature shows an insufficient level of theoretical knowledge about the order of using mental operations, and students' inability to Práxis Educacional e-ISSN 2178-2679

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correlate the studied material with their subjective experience in project-based activities, that is, the correlation between the model and the original in students' cognitive activity is not considered.
Some educators have difficulty organizing project-based activities aimed at developing logical thinking in junior students at the stages of setting the research objective, formulating a working hypothesis together with the children, and organizing the stages of the activities in question. All of the above-mentioned factors require solving the first problem: to specify the content and structure of logical thinking in junior students from the methodological and theoretical points of view.

Method
The methodological and theoretical background for the research is based on the epistemological, activity, and milieu approaches. The epistemological approach establishes the  (Vygotsky, 2016;Solovyeva, 2015). According to S. P. Baranov, the learning material is a system of models reflecting the knowledge from the experience of humankind.
The original represents countless aspects of the object in real conditions and brings the student's knowledge closer to a certain structure of thought. The connection between the model and the original is based on the transitions of thought from the sensuous to the rational and from the abstract to the concrete and leads to a high degree of a student's cognitive activity (Baranov, 2012). Thus, the correlation between the model and the original in logical thinking allows one to expand the process of students' knowledge the outer world. Thus, the aforementioned approaches represent a complex interaction of philosophical, social, psychological, and pedagogical views. They allow determining the place of project-based activities in developing logical thinking and creating conditions for a comprehensive study of the problem. What makes up the content of the concepts of "logical thinking of junior schoolchildren" and "project-based activity"? The answer to this question gives the understanding of the problem on the theoretical level.
In psychological and pedagogical literature (Zak, 2003; Tsvetanova-Churukova, 2012), the logical thinking of junior students is treated as a variety of the thinking process which allows a child to use logical concepts and structures characterized by evidentiality, inference, reasoning, and valid conclusion. It is understood as an intellectual structure with clear-cut relations between the analytical-synthetic, abstract-logical (inductive and deductive) kinds of thinking and logical memory. On their basis, the nature of intellectual actions ensuring the effectiveness of the cognitive process is revealed.

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The analytical-synthetic thinking of a junior schoolchild ("thinking perception", as defined by D. B. Elkonin (Svenitsky, 2018) is associated with operating images of reality that get transformed into various types of students' cognitive activity. It is an active process characterized by purposefulness, selectivity, and productivity, which is carried out by generalizing the immediate perception of real objects (originals) and creating models.
Analytical and synthetic thinking, based on perception, imagination and emotional structures, is carried out by induction, that is, from the simple to the complex, from the sensory to the Logical memory is based on associations integrating the part with the whole, the type with the variety, causes with effects. It contributes to the assimilation and consolidation of the information received. The connection of logical memory with analytical-synthetic perception and imagination occurs through mental operations (Allen, Higgins, & Adams, 2019). Thus, the logical thinking of younger schoolchildren is a system whose elements are analytical-synthetic, abstract-logical, verbal-logical types of thinking and logical memory, considered in their dynamics and interrelations.
The development of logical thinking in junior schoolchildren is effected through logical operations (Baranov, 2012; Tsvetanova-Churukova, 2012) that help to reveal the studied patterns allowing students to fully realize their intellectual activity defined as a process of a mediated reflection of the world in educational models. On their basis concepts, judgments, and conclusions are formed, creating a system of knowledge and ensuring their relevance.
Comparison, correlation, analysis, synthesis, classification, concretization, conjunction, disjunction, hypothesis, substantiation, and some others refer to logical operations They result in the formation of skills enabling one to consciously apply general methods for solving problems; to correctly carry out the formation of concepts and judgments; to reflect the essential connections and relationships between objects and processes, to competently build Práxis Educacional e-ISSN 2178-2679

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reasoning and evaluate a process or a phenomenon from different points of view. Thanks to logical operations, information is introduced into the student's "semantic field", where it is recoded and the problem is creatively processed.
The paper focuses on the development of logical thinking through project-based activities of junior students that are defined as a form of students' educational and cognitive activity resulting in a solution to the problem presented in the form of a project (Lat. projectus throwing forwardan ideal image of the object). It creates conditions for the effective development of students' logical thinking and contributes to the creative formation of the personality, its independence, and active life position.
In the process of organizing students' project-based activities, the formation of the Tasks based on collisions, when a child is faced with a lack or excess of information, new conditions for using sensory experience, causing surprise or difficulty, serve as the impetus for the development of logical thinking in research activities.
As an example, let us consider several research-oriented projects carried out within the framework of the presented study: "Lipetsk Khokhloma", "Yelets Piano Accordion", "Yelets Lace", and "Romanovo Clay Toy". Make a family spending plan for a month, taking into account the data presented in the tables: "Sources of income"wages, state financial support (welfare, pensions, scholarships etc., income from farming); "Budgeting"regular monthly expenses (food, rent, transportation, entertainments); pocket money for the children and adults; healthcare expenses, buying clothing, furniture, redecoration).

Project assignment for Group 3:
Identify budget items that a family can save on: shopping, conserving water and power, wearing one's clothes carefully. Using the data presented in the fact sheets, calculate the amount of water that we lose when the tap is not properly turned off or the light is not switched off.
Prepare drawings showing ways to save resources and the family budget.
In the process of performing these tasks, the following problem solving activities were carried out; while selecting the necessary material, the students were introduced to various sources of information; the project product and an oral presentation were created. In carrying out the project, the following criteria for assessing the collection of mathematical problems and the booklet were worked out: -Content 1) The information is interesting, useful, and accessible; 2) The collection / booklet corresponds to the project topic and objectives; 3) Grammatical and stylistic mistakes; -Design 1) The illustrations match or complement the text; 2) The font is readable; 3) The color scheme matches the illustrations and the text; -What new information did you get to know?
Next, the children were asked to assess their teamwork by filling in Table 2 (see   Appendix).

Materials and Methods
In order to test the effectiveness of the development of junior students' logical thinking in the process of project-based activities, the following empirical research methods were used: questionnaire, content analysis, and experiment. The high level of development is characterized by a significant stock of knowledge and the ability to correlate the model with the original. The child easily divides the whole into parts (analyses it), identifying the essential features that allow distinguishing between parts and the whole. Making generalization, the student the student easily and quickly groups objects according to their essential features. When carrying out a comparison, the student easily finds a large number of similarities and differences between the objects or phenomena, making the right choice of grounds and criteria for comparison. He/she is able to find the basis for classification, to generalize, to single out essential features, and to establish various relationships between concepts. While doing the tasks, the students make minor (if any) mistakes. Their research-oriented, informational, regulatory, communicative, presentational, and analytical ULAs are well-formed.
The medium level of the development of logical thinking implies a large stock of knowledge and concepts, however, the child has some difficulty dividing the whole into parts, and finding common features of the analyzed objects; he or she spends too much time performing the operations of analysis, synthesis, and generalization. He/she does not always refer to his or her personal experience based on real life objects (originals). When making comparisons, the child establishes only a few similarities and differences. In some cases, the child has difficulty grouping objects according to the given criteria. He or she makes some mistakes. His or her research-oriented, informational, regulatory, communicative, presentational, and analytical ULAs are only partially formed.
The low level of the development of logical thinking is associated with significant difficulties in identifying parts in an object, combining elements into a whole and incorrect identification of similarities and differences between objects. When classifying objects, the child has difficulty grouping them according to the given criteria or fails to do it altogether; he or she requires a considerable amount of time. When generalizing, there is a significant investment of time and effort to group only certain items on this or that basis, and often the child does not cope with the task. The student's research-oriented, informational, regulatory, communicative, presentational, and analytical ULAs are poorly formed.
In the course of the ascertaining experiment, while working on the project such a child experienced difficulties with the ability to compare and contrast real and imaginary objects according to identical features; with establishing links between the particular and the general, the model and the original; with grouping objects according to specified characteristics; with Práxis Educacional e-ISSN 2178-2679

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identifying essential features; with reasoning and formulating the problem and hypothesis of the project.

Results
The results obtained before and after the experiment on the levels of development of logical thinking in junior students are provided in Table 3 (see Appendix). A comparative analysis carried out within the framework of the study shows that there are significant positive dynamics at the high and medium levels demonstrated during the check test. At the high level, the results increased by 1,956 times; at the low leveldecreased by 3.9 times.
In order to prove the effectiveness of using various types of project-based activities in the development of logical thinking, φ*emp was usedthe criterion for the Fisher angular transformation. φ*emp at the high level after and before the experiment was 3.564. The resulting empirical value φ* is in the area of significance. H0 is rejected (the significance axis = 1.64-2.31). φ*emp at the low level before and after the experiment was 4.985. The obtained empirical value φ* is in the area of importance. H0 is rejected (the significance axis = 1.64-2.31). Thus, project-based activity had a significant impact on the development of logical thinking in the junior students participating in the experiment. The developed projects are effective, and the diagnostic results are reliable. The hypothesis has been confirmed, the objectives have been met.

Discussion
We defined the logical thinking of junior schoolchildren as an intellectual structure whose elements are the analytical-synthetic, abstract-logical, verbal-logical types of thinking and logical memory, which were considered in dynamics and interconnection. The development of this phenomenon was carried out through project-based activities associated with logical operations contributing to the investigation of the studied patterns.   2. The essence of the development of logical thinking in junior students reveals the provisions that determine the logical thinking of junior schoolchildren as a system whose elements are the analytical-synthetic, abstract-logical, verbal-logical types of thinking and logical memory, considered in their dynamics and interrelationships.
3. Methodological and theoretical foundations of this phenomenon are premised on the epistemological, systemic-activity, and milieu approaches, which are a complex combination of philosophical, historical, social, spiritual, moral, psychological, and pedagogical provisions that determine the significance of the development of logical thinking in junior students based on the correlation between the model and the original. 4. The peculiarity of the development of the logical thinking of junior schoolchildren is revealed based on logical operations that make it possible to fully realize students' intellectual activity, which is understood as the process of a mediated reflection of the world in educational models. The latter form the basis for shaping concepts, judgements, and conclusions making up a system of knowledge and ensuring their relevance. 5. In the process of organizing project-based activities aimed at the development of logical thinking in junior schoolchildren, the formation of research-oriented, informational, regulatory, and analytical ULAs takes place. 6. In accordance with the types of logical thinking and logical operations, researchoriented, creative, and practice-oriented projects are implemented in primary school. The technology for implementing various types of project-based activities related to the development of logical thinking in junior students comprises the following stages: 1) immersion in the project, setting and clarifying the goal and objectives of the project; 2) organizing and planning the students' activity; 3) working out the main stages of the project; 4) project implementation and its presentation; 5) evaluation of the results of the project-based activities.
The results of the pilot study proved the effectiveness of the suggested technologies for the development of logical thinking in junior schoolchildren through project-based activities. The study outlined the prospects for exploring the following areas: designing a structural-dynamic model for the development of logical thinking in junior schoolchildren through research activities, and, in practical terms, the study of the possibilities of using pedagogical conditions and technologies in the educational process of the junior and secondary school.
which distinguish parts and the whole; carrying out a comprehensive analysis; considering individual aspects, properties, component parts; the number and nature of the mistakes made. Synthesis The ease and speed of connecting the mentally disassembled objects into a single whole; awareness of the interaction of the parts and the object as a whole; independent completion, filling in the missing components, naming the whole; the number and nature of the mistakes made. Comparison The ease of identifying a large number of features or properties of objects; the ability to find common properties and differences of objects; the implementation of the correct choice of grounds and criteria for comparison; the number and quality of errors. Classification The ease and speed of grouping or arranging objects on a given basis; the ability to single out the common features of objects and their regular interconnections, to establish similarities and differences; independence in finding the grounds for classification; the number and nature of errors. Generalization The ease and speed of combining objects and phenomena according to their differential features; the ability to single out the essential properties of objects and separate them from secondary ones; the ability to make the transition from the idea of the individual contained in the concept, judgment, norm, hypothesis, question etc. to the idea of the general; active reasoning; the number and nature of errors.