Multidisciplinary Journal of Science and Technology

USING THE "THINK-PAIR-SHARE" METHOD IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

Morkhova Inessa Vyacheslavovna

PhD, associate professor, Department of General Pedagogy, National Pedagogical University of Uzbekistan named after Nizami

Keywords: Think-Pair-Share, active learning, university education, student engagement, peer interaction.

Abstract

This article explores the implementation of the "Think-Pair-Share" (TPS) collaborative learning strategy in higher education settings. The method promotes student engagement, critical thinking, and meaningful peer interaction through structured discussion. The paper analyzes the theoretical foundations of TPS, its practical application in various academic disciplines, and its pedagogical benefits in fostering deep understanding and active learning. Emphasis is placed on how this method aligns with student-centered teaching paradigms and supports knowledge construction in university classrooms.

References

1. Lyman, F. (2011). The Responsive Classroom Discussion: The Inclusion of All Students. In A. S. Anderson (Ed.), Mainstreaming Digest. University of Maryland.

2. Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass.

3. Bonwell, C. C., & Eison, J. A. (2011). Active Learning: Creating Excitement in the Classroom. Washington, D.C.: ASHE-ERIC Higher Education Report.

4. Brookfield, S. D., & Preskill, S. (2005). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

5. Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.