Volume 03 Issue 06-2023
15
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Teaching independent work is one of the aspects of the scientific organization of labor, both students and teachers.
Independent work should be carried out by students as a cognitive activity, become a means of educating such
personal qualities as independence, activity, and form a creative attitude to perceived information. The search for new
means and methods of teaching leads to the fact that in the first place in the learning process the tasks are put forward
not so much as the maximum assimilation of scientific information, but rather the formation of the skills to think
creatively and independently acquire new knowledge.
In the article, the authors provide an analysis of various approaches to the classification of types and forms of
independent work of students, suggesting the correspondence of the type of independent work to the levels of
assimilation.
KEYWORDS
Independent work of students, classification, levels of assimilation, reproducing, training, review, verification, types
of independent work, preparatory, ascertaining, experimental-search, logical-search.
INTRODUCTION
The types of independent work used in the
pedagogical process are extremely diverse. Most
didactics and methodologists classify independent
work either by the degree of independence,
Research Article
INDEPENDENT EDUCATIONAL ACTIVITY AND MECHANISMS OF
EFFECTIVE ORGANIZATION IN THE CONTINUOUS EDUCATION PROCESS
Submission Date:
June 01, 2023,
Accepted Date:
June 06, 2023,
Published Date:
June 11, 2023
Crossref doi:
https://doi.org/10.37547/ajast/Volume03Issue06-04
Qarakhanova Lobarhon Musakhonovna
Head Of The Department "Technologies For Teaching Natural Sciences" Of The Uzbek Research Institute
Named After T.N.Kari Niyaziy Doctor Of Pedagogical Sciences (Phd) Associate Professor, Uzbekistan
Zarina Shavkatovna Uchkurova
1st Stage Doctoral Student Of The Scientific Research Institute Of Pedagogical Sciences Of Uzbekistan Named
After T.N. Kаri Niyаziу
, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 06-2023
16
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
highlighting such types of independent work as
imitation work, training work, exercises, creative work,
etc., their nature is usually predetermined by the
source of knowledge; or for didactic purposes -
independent work to gain new knowledge, to repeat
and test knowledge, skills and abilities.
The first direction originates in the works of V. A.
Dobromyslov, V. V. Golubkov, E. Ya. various objects of
knowledge and the use of various sources of
knowledge. This direction received the most complete
expression and logical completeness in the work of V.
P. Strekozin.
However, this approach to the classification of
independent works is one-sided. It proceeds mainly
from the peculiarities of teaching, due to which the
procedural side of the independent activity of students
as such is not disclosed. V. A. Onischuk tries to make
some specification of certain types of independent
work proposed by V. P. Strekozin, taking into account
the nature of the st
udent’s activity. Problem tasks,
creative exercises, etc., appear in his classification,
which indicates an attempt by V. A. Onischuk to take
into account the nature of cognitive activity in the
grouping of exercises he is planning.
However, without going beyond the logical-content
and organizational aspects of students' independent
work in training, V. A. Onischuk essentially does not
provide a solution to the problem of classifying
independent work. Representatives of the second
direction in the classification of independent work are
B.P. Esipov, R.B. Sroda, A.V. Usova, who believe that
the types of independent work depend on their
didactic goals, that is, they are determined by the very
course of education. A common drawback of these
classifications is that they do not give an idea of the
nature of the cognitive activity of students when they
perform tasks independently. I. I. Malkin in his works,
as if synthesizing the two directions considered,
believes that each type and type of independent work
simultaneously determines the nature of the student's
cognitive activity, and is itself determined by its
structure.
Given this circumstance, he proposes the following
classification:
- Independent work of the reproductive type: a)
reproducing; b) training; c) review; d) verification.
- Independent work of cognitive search type: a)
preparatory; b) ascertaining; c) experimental and
search; d) logical search.
- Independent works of a creative type: a) artistic and
figurative; b) scientific and creative; c) constructive
and technical.
- Independent work of cognitive-practical type: a)
educational and practical; b) social and practical. I. I.
Malkin's classification is based on two starting points:
a) the essential features of the thinking process are
determined by the nature of the problem being solved;
b) the influence of education on the mental
development of students is determined by the nature
of cognitive activity, during which those abilities that
are necessary in this activity are intensively developed.
Consequently, the initial principle of classification is the
degree of independence and creativity of students in
the performance of independent work. Some
researchers accept the principle of the structure of
cognitive activity as the starting point for classification.
B. A. Sakharov tends to this, presenting three types of
independent work: reproducing, training and creative
tasks; G. S. Asonova, to distinguish between types of
independent work, uses the degree of difficulty in their
implementation and also distinguishes three types:
training, or reproducing, semi-independent and
Volume 03 Issue 06-2023
17
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
independent creative. B. A. Sakharov and G. S. Asonova
often in their judgments rely on empirical
generalizations without an appropriate theoretical
analysis of the main processes of the s
tudent’s
cognitive activity, because of this, the interpretation of
the same types of independent work, denoted by one
term, has a different meaning. Let us dwell in more
detail on the classification of N. S. Purysheva and P. I.
Pidkasistoy, which, in our opinion, are the most
acceptable.
The classification proposed by N. S. Purysheva (3) takes
into account both the purpose of independent work
and the nature of the student's cognitive activity
during their implementation.
According to didactic goals, all tasks for independent
work are divided into four groups: - Tasks with the aim
of acquiring new knowledge, skills and abilities. - Tasks
in order to consolidate new knowledge, skills and
abilities. - Tasks for the purpose of applying
knowledge, skills and abilities. - Tasks to test
knowledge, skills and abilities.
The first group may include ascertaining tasks
(studying new material from a textbook, a book,
studying a new device from a drawing, watching an
educational film, observing demonstrations and
explaining them), experimental search (frontal
laboratory experience, frontal laboratory work, set in a
research plan, with the implementation of which
students receive information about the essence of
phenomena, about the connections between them,
about the properties of things and fields, about the
dependencies between measured values), logical
search (finding connections and relationships between
phenomena, highlighting common features inherent in
a certain class of phenomena, etc. .); training work
(acquiring the ability to solve problems, acquiring the
ability and skill in using measuring instruments and
making measurements), experimental (acquisition of
skills in handling equipment and instruments, in
assembling and repairing them, in conducting an
experiment, evaluating and processing its results) .
The second group should include tasks reproducing
(exercises to consolidate knowledge of concepts,
laws),
training
(solving
problems,
taking
measurements), laboratory and practical (conducting
laboratory experiments in order to confirm any
phenomena or laws, to consolidate skills and abilities in
handling devices, in the conduct of an experiment),
overview (drawing up a plan, a summary of the studied
material, work comparing the properties of one group
of substances with another, one type of phenomenon
with others, etc.).
The third group consists of laboratory and practical
tasks (for example, the application of knowledge, skills
in assembling electrical circuits, conducting an
experiment, etc.), training (application of knowledge
in solving qualitative and quantitative problems),
scientific and creative (description and explanation of
what - any phenomena, reviewing the answers of
comrades, reading reports, solving problems of
increased difficulty, etc.).
The fourth group of works consists of reproducing
works (deriving formulas, retelling the material
explained earlier by the teacher, solving problems
according to the model), creative (solving qualitative
problems, solving quantitative problems that require
the application of knowledge), laboratory and practical
work (control laboratory work). In this classification,
an attempt was made to take into account both the
didactic purpose of various types of independent work,
and the nature of the cognitive activity of students
during their performance.
Volume 03 Issue 06-2023
18
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
This classification corresponds to the logic of the
educational process, since each type and type of
independent work occupies a certain place in the
education system and, in addition, characterizes
certain cognitive processes in students. Using this
classification, E. L. Belkin structured the didactic
material for the most effective use of technical means.
To manage the cognitive activity of students when
they perform independent work with the help of
technical means, it is necessary that didactic materials
include:
1) consistent study of educational material in certain
doses;
2) the inclusion of tasks for the improvement by
students of actions aimed at mastering each dose of
educational material;
3) the inclusion of tasks that control the correctness of
assimilation;
4) communication to the student of the results of
assimilation;
5) the student receiving instructions on what to do
next, depending on the degree of correctness of the
answer given by him (1). On the basis of the regularity
that creativity follows from reproducing activity, is the
development of the latter, and at the same time
contains reproducing processes as one of its
consequences, P. I. Pidkasisty postulates two didactic
provisions. The meaning of the first (this is the
procedural side of the classification) is as follows: the
classification of independent work is determined by
the structure of cognitive activity. The second didactic
position states that the procedural side of students'
activities as a principle in identifying the types of
independent work should always act in unity with the
logical-content side and be externally manifested
through it (4).
Paying great attention to the classification of
independent works, the author distinguishes the
following types: 1) reproducing independent works
according to the model; 2) reconstructive-variative; 3)
partial search or heuristic; 4) research (creative).
1. Reproducing independent work (model work)
includes tasks for reproducing knowledge and skills. All
the data for finding the desired, as well as the way to
complete the task, are presented explicitly in the task
itself or in the corresponding solution algorithm. This
work, facilitating the accumulation of basic facts and
methods of activity by the student, the consolidation
of skills and abilities, makes it possible to master the
basic educational material in a relatively short period of
time, but poorly ensures the development of students'
creative abilities. At the same time, model work creates
the conditions for the student's transition to the tasks
of a higher level of cognitive activity and
independence.
2. A characteristic feature of reconstructive
independent work is that the task itself contains the
general idea of the solution, and the student needs to
develop it into a specific method or methods in relation
to the conditions of the problem. The student
correlates the task with other reproductive ones
known to him. The main thing here is the actualization
of acquired knowledge, the ability to choose and
attract the necessary knowledge to solve the problem.
Some generalization is characteristic of the student's
cognitive activity. “...Knowledge deepens, the scope of
their application expands, they become more perfect,
and thinking, expressed in its own deductive
conclusions, reaches the level of productive activity”
(4, p.15).
Volume 03 Issue 06-2023
19
American Journal Of Applied Science And Technology
(ISSN
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2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Reconstructive tasks also include tasks in which you
have to use several algorithms, formulas, instructions,
for example: solving substantive problems (in the
classroom or at home), separate stages of laboratory
work.
3. Partial search or heuristic work. A non-standard
situation, non-standard tasks are proposed. It is based
on
search,
conjecture,
formulation
and
implementation of the idea of a solution. But the
search is partial, necessary only for a fragment of the
general task. Such tasks are included in a special
course, a special seminar, in some term papers and
theses. In the course of these works, the cognitive and
practical activities of students are aimed at resolving
the problem situation organized by the teacher (4).
Under the problem situation we will understand the
mental state of the subject experiencing cognitive or
practical difficulty as a contradiction between the
subject and the object of cognition in human activity.
In the course of performing this type of work, the
student gains experience in search activities, masters
the elements of creativity, but does not acquire
experience in conducting a holistic study.
4. In the course of carrying out research (creative)
work, the highest level of independence and cognitive
activity of the student is manifested. Through creative
work, he deeply penetrates the essence of the
phenomenon under study, finds new ideas when
solving problems. The performance of works of this
type contributes to the mastery of the methods of
scientific knowledge, the development of creative
activity among students: the vision of new problems in
familiar standard conditions, the vision of a new
function of a familiar object, the vision of an alternative
solution,
etc.
Creative
work
manifests:
a)
understanding the purpose of the work; b) proposing
and substantiating a hypothesis; c) determination of
research methods; d) carrying out work to test the
hypothesis; e) making adjustments; e) conclusions on
the problem; g) putting the subject into new
connections (with a hypothesis that has not justified
itself); h) changing the method of solution.
Creativity is the logical development of reproduction.
If for a secondary school student a creative task is a
task that is new only for him, the final product does not
have social value and novelty, then for a student this is
a certain level of creativity. A real creative task
(through research work, through an experimental
thesis) has an objective value as a result. The research
work defended by a master's degree graduate should
develop some creative ideas, contain a certain
scientific novelty (5). “The types of independent work
are closely related and interdependent. One or another
type of independent work in the real learning process
is the carrier of a number of elements that make up the
content of the student's cognitive activity, which are
also characteristic of independent work of another
type. This expresses the continuity between the types
of independent work, which in fact is the basis for
ensuring the optimal assimilation of knowledge by
students, and for developing their creative abilities,
mastering the experience of creative activity” (4, p.
104).
The considered classification, unambiguous in the
definition of each type of independent work, arranges
the types of independent work according to the
degree of increase in their complexity in accordance
with the laws of the process of cognition in training,
orients training to the "zone of proximal mental
development" of the student.
The typology of independent work proposed by P.I.
Pidkasisty, as studies show, is different in that its
implementation leads to a significant optimization of
the assimilation of knowledge by students, frees up
Volume 03 Issue 06-2023
20
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
time that is unnecessarily spent on solving
monotonous tasks, contributing to the development
of independence, and allows you to see the dynamics
of intellectual development. After analyzing the
classification of independent work by P. I. Pidkasisty,
we come to the conclusion that each type of
independent work corresponds to the levels of
assimilation proposed by V. P. Bespalko (table). Under
the level of assimilation, we mean the ability of a
student to perform a certain purposeful system of
actions to solve a certain class of tasks based on the
information communicated to the student (2). After
analyzing the classifications of independent work
proposed by P. I. Pidkasisty and N. S. Purysheva, we
come to the conclusion that each type of independent
work (reproducing, reconstructive-variative, heuristic,
research) can contain tasks that are divided into four
groups according to didactic goals ( tasks for the
purpose of acquiring new knowledge, skills and
abilities; tasks for the purpose of consolidating new
knowledge, skills and abilities; tasks for the purpose of
applying knowledge, skills and skills; tasks for testing
knowledge, skills and skills). Consequently, the
classifications of independent works proposed by P. I.
Pidkasist and N. S. Purysheva complement each other.
Teaching independent work is one of the aspects of
the scientific organization of labor, both students and
teachers. Independent work should be carried out by
students as a cognitive activity, become a means of
educating such personal qualities as independence,
activity, and form a creative attitude to perceived
information. The search for new means and methods
of teaching leads to the fact that in the first place in the
learning process the tasks are put forward not so much
as the maximum assimilation of scientific information,
but rather the formation of the skills to think creatively
and independently acquire new knowledge.
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Volume 03 Issue 06-2023
21
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
06
Pages:
15-21
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of science, education and practice. Scientific-
methodical journal.
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