ORGANIZING BLENDED LEARNING IN SOCIAL SCIENCES FOR 6th-GRADE STUDENTS WITH THE FOCUS ON PERSONALITY DEVELOPMENT AND LEARNING ACTIVITY
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Author(s): | Drandrov D. A., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The aim of the work is to develop and experimentally test a methodology for organizing blended learning in social science subjects for 6th‑grade students with the focus on personality development and learning activities. Objectives of the work are: (1) to develop a methodology for organizing blended learning in social science subjects for 6th-grade students, with the focus on personality development and learning activities; (2) to experimentally substantiate the pedagogical effectiveness of implementing this methodology in improving students’ educational outcomes. The research materials consist of theoretical knowledge presented in scientific publications in the subject area, as well as the results of a formative pedagogical experiment involving two groups of 6th-grade students from Secondary General School No. 31, Cheboksary, the Chuvash Republic: an experimental group of 27 students and a control group of 22 students. The research goal is achieved through the use of a set of scientific methods, which include: analysis and generalization of scientific and methodological literature and program and regulatory documents; questionnaire surveys; pedagogical observation; video analysis; pedagogical testing; expert assessment; pedagogical experimentation; and mathematical statistics methods. This paper presents the tools, methods, and organizational forms of blended learning in secondary schools for social studies subjects, specifically “History” and “Social Studies.” These approaches ensure not only the mastery of subject content but also the development of students’ personalities and their “learning- to-learn” skills, manifested through cognitive, regulatory, and communicative universal learning actions. The results of the pedagogical experiment indicate that the implementation of the experimental blended learning methodology for social studies significantly improves students’ personal, meta-subject, and subject-specific educational outcomes | ||
| Keywords: | methodology, blended learning, rotation model, flipped classroom, change of work zones, subject outcomes, personal outcomes, meta-subject outcomes, educational outcomes, pedagogical experiment, secondary school |
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| For citation: | Drandrov D. A. Organizing blended learning in social sciences for 6th-grade students with the focus on personality development and learning activity. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):495—504. DOI: 10.25683/VOLBI.2026.76.1736. |
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