A model for the formation and development of students’ critical thinking in the process of teaching econometrics

Abstract

The article considers the definitions of the term „critical thinking” by various researchers in terms of a problematic approach to learning. The levels of forming of critical thinking, indicators of forming students’ critical thinking typical for the process of studying the discipline „Econometrics” have been defined. The author’s model for improving the critical thinking of undergraduate students in the field of „Economics” in the study of „Econometrics” as part of a personal and professionally oriented approach to teaching is presented. The results of a pedagogical experiment to improve the level of students’ critical thinking are presented. The efficiency of the proposed model implementation has been assessed using mathematical statistics methods.