HEURISTIC QUESTIONS AS A MEANS OF DEVELOPING STUDENTS’ COGNITIVE INTERESTS

The article is devoted to the topical issue of developing students’ cognitive interests by means of heuristic questions. Emphasis is placed on the heuristic method, its essence, and its main principles. The connection between the heuristic method and inquiry-based learning is explored. The authors discuss how the implementation of the heuristic method can enhance students’ cognitive interests, deepen their understanding, and foster critical thinking in the process of acquiring scientific knowledge. The impact of cognitive interest development on learning outcomes and its application to increase students’ motivation in school learning is substantiated. The concept of “cognitive interest” is clarified, and the stages, phases, and levels of cognitive interest development are outlined. Indicators of cognitive interest formation are established, and the potential of heuristic questions in developing students’ cognitive interests is explored. Methodological approaches to formulating heuristic questions are summarized. Attention is drawn to the pedagogical model of “philosophical dialogue”, which involves posing heuristic questions and searching for answers. Examples of heuristic questions that can be used in various scientific disciplines are presented. The general theoretical and methodological features of conducting a heuristic conversation and formulating heuristic questions are determined.Keywords: cognitive interest, heuristic method, heuristic questions, Inquiry-Based Learning, philosophical dialogue, questioning techniques.