DEVELOPMENT OF ACTIVE LEARNING IDEAS IN THE UKRAINIAN SCHOOL OF THE FIRST THIRD OF THE TWENTIETH CENTURY AND THEIR MODERN INTERPRETATION

Abstract

The article examines the development of active learning ideas in the Ukrainian school during the first third of the twentieth century and their modern interpretation. The prerequisites for the dissemination of active teaching methods in the context of educational reforms of the 1920s–1930s are analyzed, and the main forms of their implementation in educational practice are characterized. Particular attention is paid to the use of the project method, the brigade-laboratory method, the complex system of instruction, as well as students’ research and independent activities. It has been established that pedagogical initiatives of the period under study were aimed at intensifying students’ cognitive activity, strengthening the connection between learning and practical experience, and developing independent learning skills. The continuity between the ideas of active learning in the first third of the twentieth century and contemporary educational approaches implemented within the concept of the New Ukrainian School is substantiated. The relevance of the creative application of historical and pedagogical experience for improving modern educational practice is demonstrated.

Purpose. The purpose of the article is to analyze the development of active learning ideas in the Ukrainian school of the first third of the twentieth century, to characterize the main forms of their implementation, and to identify the possibilities of applying historical pedagogical experience in the context of the contemporary Ukrainian school.

Methodology. The methodological framework of the study is based on historical-pedagogical, systemic, and comparative approaches. To achieve the research objective, the methods of analysis, synthesis, and generalization of scientific sources, as well as historical-genetic and comparative-historical methods, were employed.

Scientific novelty. The article summarizes the historical experience of the development of active learning in the Ukrainian school during the first third of the twentieth century and reveals its connection with contemporary educational approaches. The relevance of the creative use of pedagogical ideas of the past in the context of implementing the concept of the New Ukrainian School is substantiated.

Conclusions. It has been established that active learning has deep historical roots in Ukrainian pedagogy. During the 1920s–1930s, the project method, collective forms of work, research activities, and other approaches aimed at enhancing students’ cognitive engagement were actively implemented. It is proven that many pedagogical ideas of that period have been reinterpreted in the modern Ukrainian school and remain relevant within the framework of the competency-based approach.