DIDACTIC POSSIBILITIES OF USING THE 5E MODEL IN DEVELOPING LOGICAL THINKING IN STUDENTS

GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 151 DOI: https://10.5281/zenodo.17893296 DIDACTIC POSSIBILITIES OF USING THE 5E MODEL IN DEVELOPING LOGICAL THINKING IN STUDENTS Yuldasheva Khusnidaxon Khairullo qizi 1st year master’s student, "Theory and Methodology of Education and Training (Primary Education)" at the National Pedagogical University of Uzbekistan ABCTRACT This article examines the role of the 5E instructional model in developing students’ logical thinking skills. The impact of each stage of the model on cognitive processes—such as analysis, synthesis, comparison, and reasoning—is explained. Practical mechanisms for applying the model in classroom settings are also discussed. Research findings indicate that the 5E model effectively enhances students’ logical operations and supports deeper cognitive engagement. Keywords: 5E model, logical thinking, educational technologies, inquiry-based learning, problem-based learning, logical operations. In the context of modern education, one of the most important tasks is to teach students to think independently, creatively and logically. Especially in mathematics, natural sciences and technology, the gradual development of student thinking is a key indicator of the quality of education. In recent years, the 5E model, based on a constructive approach, has become significant in that it allows students to become the center of the active learning process. This model serves not only to impart knowledge, but also to form logical processes such as searching for knowledge, analyzing it, and drawing conclusions. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 152 Theoretical foundations of the 5E model The 5E model is based on the principles of constructive pedagogy and ensures that the student learns the knowledge he or she has sought. The five stages of the model reflect the natural sequence of learning activities: 1. Engage – arouse interest in the student, activate existing knowledge. 2. Explore – attempt to understand the problem through independent research. 3. Explain – logically formulate the ideas found and enrich them with theoretical knowledge. 4. Elaborate – apply new knowledge in different situations. 5. Evaluate – analyze the acquired knowledge and logical processes. These stages work in harmony with the main components of logical thinking — comparison, analysis, generalization, cause-and-effect determination[7]. The role of the 5E model in the formation of logical thinking • Engage stage: activating thinking through a problem situation At the beginning of the lesson, the student is presented with a real-life example, an unusual question, or a short experience. This process helps to focus the student’s attention and raise logical questions. For example, a question like "If two sides of a triangle are known, can the third side be found?" encourages the reader to think. Sensation and perception provide us with knowledge of the individual—of individual objects and phenomena in the real world. However, such information cannot be considered sufficient. In order to live and work normally, a person must anticipate the consequences of certain phenomena, events, or their own actions. Knowledge of the individual is not a sufficient basis for foresight. The multi-stage transition—from the individual to the general and from the general back to the individual—is accomplished through a special mental process: thinking. The essence of this process lies in the generation of new knowledge based on a person’s creative reflection and transformation of reality. Human thinking is the subject of study by various sciences. It is studied by dialectical logic, psychology, formal logic, the physiology of higher nervous activity, GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 153 and cybernetics. Each of these sciences examines specific aspects and properties of thinking, using different methods. Dialectical logic studies the patterns of formation and development of our cognition, which is realized through thinking. Dialectical logic studies the methods of formation and the patterns of development of concepts. Dialectical logic reveals the general patterns of development of our cognition, which are used to align theory with practice[8]. • Explore stage: finding cause and effect through independent research Students conduct experiments, observations, and practical exercises in small groups or pairs. The process of independent research is the first stage of coming to a logical conclusion. Here, the student: hypothesizes, tests, compares, and looks for ways to solve the problem. • Explain stage: expressing logical thought Students explain their discoveries in words or through mathematical expressions. The teacher corrects this process in scientific language. This stage develops the skills of justifying logical thought, reasoning, and analyzing • Elaborate stage: improving and expanding New knowledge is applied in various practical situations. Solving more complex problems further strengthens logical operations. For example: the student analyzes real-life shapes based on a geometric rule. • Evaluate stage: evaluating the thinking process This stage serves to evaluate not only the final knowledge, but also the logical thinking process. The student: analyzes his/her own mistakes, justifies his/her reasoning, explains the reasons for choosing a solution, and self-evaluates. This approach develops the ability to independently control logical thinking[9]. Let’s consider the essence of the concept of thinking. S. L. Rubinstein, examining the nature of thinking, says: "Thinking is the movement of thought, revealing the connection that leads from the particular to the general and from the general to the particular. Thinking is a mediated—based on the GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 154 revelation of connections, relationships, and mediations—and generalized cognition of objective reality"[1]. A. N. Leontiev defines thinking as "the process of cognitive reflection of reality in its objective properties, connections, and relationships that include objects inaccessible to direct sensory perception." According to A. V. Petrovsky, thinking is "a socially conditioned mental process of searching for and discovering something essentially new, inextricably linked with speech, a process of mediated and generalized reflection of reality through its analysis and synthesis." Thinking, as a cognitive, theoretical activity, is closely linked to action. A person cognizes reality by influencing it, and understands the world by changing it. Logic often employs the method of formalization, i.e., the method of identifying the structure of our thoughts, and from this identification of the structure of thoughts, rules and laws are formed. The fact is that the process of formalization is applicable only to ready-made, formed thoughts and logical techniques applied to them[2]. Logical techniques of action can be logical operations or actions establishing relationships between thoughts. Thus, a logical operation is a logical action of forming new objects from existing objects. Establishing relationships between thoughts is a logical action through which we obtain a thought that characterizes it in terms of truth or falsehood. The process of thinking in which conclusions are strictly based on correct judgments is called logical thinking, and the science of the laws of correct thinking is called logic. The hallmarks of logical thinking are the logicality of conclusions and their rigorous argumentation (from the Latin argumentatio)—a set of arguments (logical reasons that serve as the basis for proof in favor of something). With logical thinking, the phenomena under consideration receive a convincing explanation, and cause and effect are unmistakably established. Through logical thinking, connections and relationships between concepts are revealed. These connections and relationships are GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 155 expressed in judgments whose validity cannot be refuted[5].A striking example of rigorous logical thinking can be found in the proofs of theorems in geometry and other mathematical deductions, where everything that follows is based on previous propositions, one inevitably following from the other. Thinking is a socially conditioned mental process, inextricably linked with speech, of searching for and discovering something essentially new, a process of mediated and generalized reflection of reality through its analysis and synthesis. Thinking arises from practical activity, from sensory cognition, and extends far beyond it[6]. Logical thinking, as a distinct mental process, has a number of specific characteristics and attributes. The first such attribute is a generalized reflection of reality, since thinking is a reflection of the general in objects and phenomena of the real world and the application of generalizations to individual objects and phenomena. The process of logical thinking begins to manifest itself most clearly only when a problematic situation arises that needs to be solved. Thinking always begins with a question, the answer to which is the goal of logical thinking. Moreover, the answer to this question is not found immediately, but through specific mental operations that modify and transform existing information. Thinking is the search for and discovery of something new. According to A.V. Brushlinsky, in cases where old, familiar modes of action, prior knowledge, and skills can be used, problems do not arise, and therefore thinking is simply not required. At the same time, notes L.D. Stolyarenko, automated action patterns can be considered thinking skills. The role of thinking skills is particularly significant in areas where a highly generalized system of knowledge exists, for example, in solving mathematical problems[4]. Human thinking is realized at various levels and in various forms, which together allows us to speak of the existence of different types of thinking. Several approaches to the classification of types of thinking have developed in psychology. The most common classification of types of thinking in psychology is based on the content of the problem being solved. It distinguishes between objective-active, visual-figurative, and verbal-logical thinking. The characteristics of objective-active GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 156 thinking are manifested in the fact that problems are solved through the actual physical transformation of the situation, participation, and internal mental processes. In adults, objective-active thinking always "works" in combination with other types. Visual-figurative thinking includes attempts aimed at finding a solution to the problem, but these attempts are performed mentally, using images. It is the images that serve as the means for solving the problem, while internal attempts serve as the methods. Verbal-logical thinking is thinking through reasoning. Reasoning is a conclusion that allows one to connect different pieces of knowledge to obtain an answer to a question or solve a mental problem. Clear reasoning typically occurs when solving mathematical or physical problems. Thinking develops through two stages: pre-conceptual and conceptual. Preconceptual thinking is the initial stage of a child’s thinking development, when their thinking is organized differently than that of adults; children’s judgments are isolated, about a given, specific object[14]. When explaining something, they reduce everything to the particular, the familiar. The central characteristic of pre-conceptual thinking is egocentrism (not to be confused with selfishness). As a result of egocentrism, a child under five is unable to see themselves from the outside and cannot correctly understand situations that require some detachment from their own point of view and acceptance of another’s perspective (M.I. Dzhumaev). Egocentrism determines the following characteristics of children’s logic: 1) insensitivity to contradictions; 2) syncretism (the tendency to connect everything with everything); 3) transduction (the transition from the particular to the particular, bypassing the general); 4) lack of understanding of the conservation of quantity. A logical form, or form of thinking, is a way of connecting the parts of thought content, its continuity, thanks to which the content exists and reflects reality. Three basic forms of thinking are distinguished: concept, judgment, and inference. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 157 A concept is a form of thinking that reflects the essential properties, connections, and relationships of objects and phenomena. A concept contains properties that are common and essential to a wide range of similar objects[11]. A concept exists as the meaning of a word, designated by a word. Every word generalizes (except for words denoting proper names). In concepts, our knowledge of objects and phenomena of reality is crystallized in a generalized and abstract form. In this respect, a concept differs significantly from perception and memory representation; a concept has a generalized, abstract, and non-visual character. A representation is an image of a specific object. A concept is an abstract thought about a class of objects. A concept is a more developed and comprehensive form of cognition; it reflects reality much more broadly and fully than a representation. Judgements reflect the connections and relationships between objects and phenomena of the surrounding world and their properties and attributes. A judgment is a form of thinking that contains the affirmation or denial of a proposition regarding objects, phenomena, or their properties. Judgments can be general, partial, or singular. Logic studies various types of judgments from the perspective of their structure. Psychology primarily studies the content, or form of thought, of judgment. Inference is a form of thinking in which a person, by comparing and analyzing various judgments, derives a new judgment from them. Humans primarily use two types of inference: inductive and deductive. Inductive inference (induction) is a method of reasoning from particular judgments to a general judgment, establishing general laws and rules based on the study of individual facts and phenomena. Deductive inference (deduction) is a method of reasoning from a general judgment to a particular judgment, understanding individual facts and phenomena based on knowledge of general laws and rules[4]. Both types of reasoning (inductive and deductive) help people expand their knowledge of the world around them. In the real process of thinking, the content and forms of thought exist in an inseparable unity. There is no pure, formless content, nor are there pure, contentless forms. However, for the purposes of a specific analysis, we GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 158 may abstract from the specific content of thought, focusing on its form. The study of logical forms, regardless of their specific content, constitutes the most important task of the science of logic. A law of thought is an internal, necessary, and essential connection between thoughts in the process of reasoning. A distinction should be made between formal logical and dialectical laws of thought. Violating the requirements of these laws makes thinking confused, incoherent, and contradictory, leading to logical errors. However, thinking is not only subject to formal logical laws. It is also subject to the laws of dialectics (the unity and struggle of opposites, the transformation of quantitative changes into qualitative ones). As laws of thought, they represent a reflection of the dialectic of the objective world. While cognizing the complex dialectical processes of the objective world, thinking is also subject to formal logical laws, without which it is impossible to reflect the dialectic of things. Thus, the laws and forms of thought represent a reflection in human consciousness of the properties, connections, and relationships of objects of objective reality. The recurring connections and relationships of objects and phenomena of the external world are constantly reflected in human thought and become entrenched in it in the form of logical figures: the laws and forms of thought. P. Ya. Galperin introduced new ideas to this field of research. He developed a theory of thinking formation, known as the concept of the planned formation of mental actions. Galperin identified the stages of internalization of external actions and defined the conditions that ensure their most complete and effective translation into internal actions with predetermined properties. A special place in research devoted to the development of thinking belongs to the study of the process of concept formation. This represents a high level of development of verbal thinking. P. Ya. Galperin’s theory was based on the concept of a genetic relationship between internal intellectual operations and external practical actions. He believed that the development of a child’s thinking GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 159 in the early stages of development is directly linked to object-oriented activity, manipulation of objects, etc. However, the translation of external actions into internal ones, transforming them into specific mental operations, does not occur immediately, but rather in stages. At each stage, the transformation of a given action occurs only along a number of parameters[13]. According to P. Ya. Galperin, higher intellectual actions and operations cannot develop without relying on previous methods of performing the same action, which in turn rely on previous methods of performing the same action. Ultimately, all actions are fundamentally based on visual-effective methods. According to P. Ya. Galperin, there are four parameters by which an action is transformed. These include: level of execution; degree of generalization; completeness of the operations actually performed; and degree of mastery. The first parameter of an action can be found at three sublevels: actions with material objects; actions in the plane of external speech; and actions in the mind. The three remaining parameters characterize the quality of the action formed at a particular sublevel: generalization, abbreviation, and mastery. The action being developed and mastered by the learner does not acquire mental form immediately, but gradually, passing through several stages, or phases, each of which is qualitatively different from the preceding ones. Mastering an activity, and consequently, acquiring the knowledge that underpins it, can only be successful if the learner sequentially goes through all stages. This was first discovered by P. Ya. Galperin and was reflected in his theory of the stage-by-stage development of mental actions: 1)The first stage is called the introductory-motivational stage. At this stage, the action is not yet performed; it is only being prepared. The learner becomes familiar with the action and the conditions for its implementation. They comprehend the purpose of the action, its object, the system of reference points, and the knowledge that must be relied upon when performing the action. At this stage, a diagram of the orienting basis for the action is developed. The teacher reveals the content of the GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 18 | 2025 Multidisciplinary Scientific Journal December, 2025 166 9.Djumayev M.I The transformation of тe english language’s variants in contemporary great Britain. 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