Modeling in Educational Activities as a Means of Formation of Control and Evaluation Skills of Primary Education Students

The article explores the potential of modeling in the educational activities of primary education learners in the context of developing their control and evaluation skills, which are an structural components of the key competence "learning to learn." The relevance of the issue is determined by the requirements of the State Standard of Primary Education and the need to update didactic resources for the implementation of a competence-based approach to learning. An analysis of scientific sources regarding the essence of control and evaluation skills as a regulatory foundation for educational activities within the structure of the key competence "learning to learn" and didactic resources for developing these skills has been conducted. Additionally, the functional characteristics of modeling as a cognitive and research process are explored. The author argues that modeling actions – such as forecasting, analysis, design, construction, testing, evaluation, and correction – are closely related to control and evaluation actions. They occur simultaneously with these actions and can serve as a means for their purposeful development. Special attention is paid to the importance of verbal assessment in this process, which serves the orienting function of formative assessment and provides the content for the learner’s goal-setting regarding future educational activities. A system of learning tasks based on activity is proposed, utilizing content, process, and outcome models, which helps students develop the ability to model the objects of study and use models in research and creative activities. This also contributes to the development of self-regulation, reflection, and fostering a responsible attitude toward learning activities. The didactic conditions for the effective implementation of modeling as a tool for developing control and evaluation skills are identified: creating an atmosphere of psychological comfort, task accessibility, applied orientation of tasks, considering the stage of the educational process, individual characteristics of students, and their readiness for action. The materials of the article can be used by primary school educators to organize educational activities aimed at developing students' control and evaluation skills, as well as by researchers for further study of the potential of modeling in the context of primary education learners mastering competencies, including control and evaluation skills.