Frame and mind map as methodological techniques for implementing the graphic method of reflective learning in the technology of critical thinking development at the basic general education level (using social studies as an example)

The purpose of the study is to identify the didactic potential of the frame and the mind map as means of visualizing educational information in the formation of students’ knowledge systems at the reflection stage within the framework of critical thinking development technology. The article examines the application of the frame and mind map in organizing educational and cognitive activities as tools for visualizing information during the reflection stage of critical thinking development technology. Theoretical foundations of reflective learning and critical thinking are discussed, the characteristics of each of the mentioned techniques are revealed, and their practical application in the educational process is analyzed. The experience of using the frame and mind map in social studies lessons at the basic general education level is described, with emphasis on their methodological justification and appropriateness for use in the educational process. The didactic possibilities of each tool are presented, and directions for their integration into pedagogical practice are outlined. The scientific novelty of the study consists in identifying and formulating didactically conditioned differences between the frame and the mind map as means of visualizing educational material to achieve subject-specific learning outcomes at the basic general education level. As a result, the specific features of the didactic application of the frame and mind map are determined. The mind map facilitates idea generation and activates associative thinking at the activation stage, while the frame supports structured comprehension of educational material at the reflection stage. The methodological appropriateness of the sequential use of these techniques at the basic general education level is substantiated. Their potential in forming universal learning activities and enhancing the meaningfulness of students’ educational engagement is noted.