International Journal of Advanced Science and Technology
Vol. 29, No. 8, (2020), pp. 3024-3039
`
3024
ISSN: 2005-4238 IJAST
Copyright ⓒ 2020 SERSC
FORMATION OF STUDENTS' RESEARCH SKILLS ON THE BASIS OF
BASIC COMPETENCIES IN THE PROCESS OF TRAINING IN
GENERAL SCHOOLS
Narziyeva Nargiza Norkuzievna
1
, Begimkulov Zarif Ahmadovich
2
, Oltiboyeva Feruza
Malikovna
3
1
SamVMI, The head of the Department of "Humanities, Physical Culture and Sport" Doctor of
Philosophy of Pedagogical Sciences(PhD)
2
The head of the Department of “Social Sciences”of Scientific and methodological support
of specialists in physical training and sports,retraining and advanced training Center of
Samarkand branch
3
SamVMI, The assistant of the Department of "Humanities, Physical Culture and Sport
Abstract
This article describes the formation of students 'research activities in general secondary education,
the criteria for choosing the methods of planning and solving problems of students' research
activities, and the pedagogical and psychological features and stages of their development. It also
reveals the research skills of students based on their core competencies, the methods of developing
research skills, and experimental work aimed at developing student’s research skills.
Keywords:
research, activity, basic, competence, skills, skills, research skills, basic competencies,
formation of research skills.
INTRODUCTION
The international scientific centers of the world conduct scientific researches on creativity, mechanisms of
preparation of schoolchildren for technical design, research activity, technologies of formation of general
knowledge system, formation of research skills, possibilities of growth of research activity. These
developments expand innovative approaches to select research areas and tasks, provide students with the
opportunity to develop non-standard thinking and decision-making skills, constantly discovering new
ideas, technologies, and finding and implementing them.
Necessary conditions for early detection and transfer of students' creative thinking, talents and research
activity as a result of reforms in the country to improve the education system, educational and technical
support, development of state educational standards and regulations for general secondary education, and
introduction of advanced teaching methods - conditions have been created. At the same time, there is a
need to improve the mechanisms for developing students' research skills based on the pedagogical
capabilities of the basic competencies. The strategy of actions for further development of the Republic of
Uzbekistan includes the following tasks: “Further improvement of the system of continuous education,
radical improvement of the quality of general secondary education, upbringing of young people with
independent thinking, devotion to the Motherland. Criteria for determining students' research skills based
on their basic competencies, optimal pedagogical and psychological principles, and improving the
methodological system are of great importance and enhance the quality and effectiveness of general
secondary education.
Literature Review
Studies on the formation of research skills in students in the world education system are conducted by
foreign and independent scientists from the Commonwealth countries. In particular, the research
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activities of students have been studied by scientists such as D.B. Bogoyavlenskaya [7], A.K. Brudnov
[8], V.A. Dalinger [9], A.L. Spivak [23].
Problems of forming a scientific outlook at school age R.G. Safarova [18], N.Atakulova [5], the formation
of research skills of students and formation of research skills A.Tojiev [19], studied by S.Yaminova
[21].
Ideas on the formation of competence activities of students at school, teaching them on the basis of
competences in the scientific researches are mentioned by scientists of the Republic of Uzbekistan
including Y.M.Asadov [2], B.Daniyarov [10], U.I. Inoyatov [12], N.Sh. Turdiev [20], I.B. Askarov [3, 4]
and foreign scientists who are S.I. Osipova [16], O.P. Merzlyakova [13]
The reforms in all areas of our society today also have an impact on secondary schools. New goals and
objectives are set for the secondary schools. At the heart of all changes is the emerging student identity -
his or her purpose and self-awareness and self-exploration, personality, and creativity.
General education schools are the content of education for the development of the student, his her
education and professional orientation, and educational research is carried out when the school education
is integrated with the activities of subsequent educational institutions.
The term “competence” came to pedagogy as a result of scientific research in psychology. Competence
in psychology refers to “unconventional situations, how to behave in unexpected situations, to
communicate, to the new ways of interacting with competitors, to have progressive and complex
processes of acting in ambiguous tasks, using conflicting information” [22].
Also, the aims of preparation of future teacher of professional education to research activity it is been:
forming of the special knowledge, research abilities, skills; forming and development of scientific world
view and requirement is in permanent development of personality-professional internals, perfection
of future professional activity; development of methodological culture of future specialist;
upgrading of professional education [3, 4].
Teaching learners how to effectively use competencies formed in a variety of situations in personal,
professional, and social life envisions refers to a new approach to education. Learners' competencies
focus on using the knowledge, skills, and skills gained in the face of unexpected, problematic, new
situations. Therefore, competences are formed in the course of teaching each subject in accordance with
its content and characteristics.
The problem of formation and development of competence-based approach in students, Professor A.
Abdukadirov notes like that the developing competencies is a lifelong process [1].
The research of our pedagogical scholars highlights specific aspects of professional and pedagogical
competence. In particular, N.Muslimov mentioned six competencies in his research work:
1) Motivational traits (including the needs, motivations, and goals of a person's career, which he or she is
developing and developing throughout his or her life);
2) Intellectual potential (the teacher strives to transfer information and data, to develop knowledge, skills
and abilities based on all official documents);
3) Willow qualities (motivation, ability to overcome internal and external barriers, physical and mental
stress, self-control and initiative);
4) Practical skills (psychological, pedagogical, methodological and technical-technological skills, actions,
individual skills in various areas of activity and communication);
5) Emotional qualities (the formation of the necessary skills to manage their emotions (anger, anger,
anxiety, anger, envy, sympathy, embarrassment, pride, fear, sympathy, love, etc.) and understanding their
emotional states and causes;
6) Self-control (freedom to choose goals and means of achieving them, conscientiousness, critical
approach to their activities, comprehensiveness and understanding of actions, self-esteem, confidence in
the future, maintaining their physical and psychological state at the required level, etc.) [14].
In the world education system, research on the formation of elementary elements of research activities in
students, the development of student research activities have been studied by scholars of foreign and
independent Commonwealth countries.
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Copyright ⓒ 2020 SERSC
Research Methodology
The above data indicate the need for changes in the content of school activities and in the process of
developing students' research abilities. Our research shows that:
- creation of a system for shaping research skills in students;
- to provide theoretical knowledge on the basis of pedagogical and psychological knowledge, which plays
an important role in the formation of research skills of students in the course of science education;
- establishment of the necessary conditions for the integration of educational and production practices
(pedagogical practice) with the purpose of developing students' research skills.
Our author's definition of the research skills of students is as follows: “The ability of learners to explore a
particular problem (for example, a situation based on a particular subject of science) and to find a
solution. At the same time, specific diagnostic, design, and modeling of research activities will be carried
out in stages. ”
It is advisable to develop a dialectical thinking in the formation of research activities in students. The
term dialectics has been used in the past in three ways: firstly, as a means of discovering the
contradictions in the minds of the interlocutors and arguing over the truth through debate; secondly, as a
form of thinking that incorporates the principles of philosophical thinking; Thirdly, it has been used in
philosophical and other sciences as a method for the comprehensive understanding of things and events in
the process of research [17].
1. Communicative competence
is the ability to interact in the native language and in any foreign
language in social situations, to develop a culture of communication, social adaptation, and the ability to
work effectively in a team.
2. Information competence
- such as the ability to search, sort, process, store, use, secure, and develop a
media culture.
3. Self-development competence
- Continuous self-improvement of physical, spiritual, spiritual,
intellectual and creative development, aspiration for perfection, independent learning throughout life,
cognitive skills and life experience ,the ability to evaluate and make independent decisions.
4. Socially active civic competence
is the ability to feel and be involved in events, events and processes
in society, to be able to know their civil duties and rights, to respect their work and civil relationships, and
to have a legal culture.
5. National and cultural competence
- commitment to homeland, compassion for people and belief in
human and national values, the ability to understand artistic and artistic works, to dress modestly, to
adhere to cultural rules and healthy lifestyles.
6. Competence and awareness of mathematical literacy, science and technology innovation
- ability
to make personal, family, professional and economic plans based on accurate calculations, read various
diagrams, diagrams and models in daily activities, facilitates of human labor, and increases productivity.
And develops the ability to access science and technology that is conducive to favorable conditions.
These competencies are formed by students through general education subjects.
“In the Republic of Uzbekistan, based on the constanty, continuity of education, the priority of the
student's personality and interests, the basic competences are formed based on their age. The underlying
competencies can be explained as schematic (Figure 1).
International Journal of Advanced Science and Technology
Vol. 29, No. 8, (2020), pp. 3024-3039
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Copyright ⓒ 2020 SERSC
Figure 1. Basic competencies
Success in education depends not only on the content of the learning materials, but also on the learning
process, and in many ways on how the student learns, that is, the psychological bases of acquiring skills
in accordance with the learner's age, mental development and activity.
Characteristics of the formation of students' research skills based on their basic competencies are as
follows:
motivation;
creativity;
superiority of logical thinking;
ability to search;
novelty of novelty;
high level of analytical thinking;
high synthetic thinking ability;
1.Communica
tive
2.Working
with
information
3.Self-
development
4.Socially
active
citizenship
5.National
and general
cultural
6.Mathematic
literacy,knowled
ge and use of
science and
technology news
Basic
competencies
International Journal of Advanced Science and Technology
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Copyright ⓒ 2020 SERSC
high level of knowledge;
strength of research skills.
It can be further added to the peculiarities of shaping students' research work. Because they evolve over
time
We will analyze the importance of competence in using mathematical literacy, knowledge and innovation
in science and technology in developing students' research skills:
It is well known that the process of primary school education is the debut of general secondary education.
That is why, in our country, great attention is paid to improving the quality of primary education. Each
educational institution has an interesting educational and methodical literature for elementary school
students, including electronic resources.
It is more effective to organize classes using multimedia materials than traditional methods. As a result,
students develop their thinking abilities; they can be seen and heard at the same time; learners learn
more; increases the effectiveness of the lesson; computer literacy of primary school students is formed;
the ability to display didactic material through animations to avoid tiring lessons; they can be displayed
or shown again in small clips.
Learners' competence in using and comprehending mathematical literacy, science and technology refers :
being able to create and maintain personal, family, professional and economic plans based on accurate
information, to read and use various formulas, models, diagrams, graphs and diagrams in daily activities,
and being aware and having access to the latest science and technology innovations that facilitate the
work of the person, creating favorable conditions and increasing labor productivity.
In improving the quality of education, it is important that a teacher-educator has the professional
competence and education, knowledge of interactive teaching methods.
Summarizing the above points, we present the content of the students' research skills in the following
figure (Figure 2):
IMPROVEMENT OF RESEARCH CLASSES
D
u
ri
n
g
th
e
le
ss
o
n
-
use
of
inf
or
m
at
ion
te
chnol
ogy,
cr
ea
ti
ve
and
pr
obl
em
-
ba
se
d
or
ga
ni
za
ti
on
of
int
er
ac
ti
ve
m
et
hods
E
xt
rac
u
rr
ic
u
lar
Pr
oc
ess
-
S
chool
of
Y
oung
R
ese
ar
che
rs,
K
now
le
dge
C
ont
est
s,
S
ci
enc
e
C
lubs
and
ot
he
r
ass
oc
ia
ti
ons
A
d
d
it
io
n
al
For
m
s
-
S
ci
enc
e
P
ra
ct
ic
es.
Tr
ave
li
ng.
C
ent
er
s
of
innova
ti
on
MAIN METHODS FOR RESEARCHING SKILLS
R
esour
ce
s
(t
ext
books,
w
or
ks,
ne
w
spa
pe
rs,
m
aga
zi
ne
s,
int
er
ne
t
inf
or
m
at
ion
,
et
c.
)
A
udi
o
and
vi
sua
l
re
pr
ese
nt
at
ions
(c
om
put
er
,
m
obi
le
,
voi
ce
r
ec
or
de
r,
vi
de
o
pr
oj
ec
tor
,
TV
,
vi
de
o
ca
m
er
a,
m
ul
ti
m
edi
a
equi
pm
ent
,
et
c.
).
Me
di
a
(m
aga
zi
ne
s,
col
le
ct
ions,
ne
w
spa
pe
rs,
r
adi
o
and
te
le
vi
si
on
m
at
er
ia
ls,
e
tc
.)
Inf
or
m
at
ion
and
C
om
m
un
ic
at
ion
Te
chnol
ogi
es
(I
nt
er
ne
t)
.
S
pe
ci
al
ly
pr
epa
re
d
qu
est
ionna
ir
es
and
te
st
s
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Copyright ⓒ 2020 SERSC
CONTENTS OF RESEARCHING EXAMINATIONS
C
hoosi
ng
a
cur
re
nt
sc
ie
nc
e
pr
obl
em
Jus
ti
fi
ca
ti
on
of
r
ese
ar
ch
topi
c
To
st
udy
the
c
ur
re
nt
st
at
e
of
t
he
re
se
ar
ch
pr
oc
ess
Im
pl
em
ent
at
ion
of
spe
ci
al
pr
obl
em
-sol
vi
ng
m
et
hodol
o
gi
es
in
the
r
ese
ar
ch
pr
oc
ess
D
et
er
m
ini
ng
the
e
ff
ec
ti
ve
ne
ss
of
the
r
ese
ar
ch
re
sul
ts
on
the
ba
si
s
of
pi
lot
st
ud
ie
s.
D
eve
lop
appr
opr
ia
te
conc
lusi
ons
and
re
com
m
enda
ti
ons
on
the
st
udy
RESULTS:
Students have developed research skills
Figure 2. The essence of the formation of research skills in students
We need to find a solution to a number of urgent problems to improve the competence-based approach to
education. These are:
- step-by-step implementation of competence-based curricula;
- organization of training seminars and training courses to integrate the state educational standards and
curricula into the content of textbooks and manuals based on competence-based approach;
- improvement of professional competence of teachers-educators according to the requirements of
the state educational standards and curricula based on the competence-based approach, ensuring their
learning of modern psychology, personal psychology;
- creation of conditions for use of multimedia applications of textbooks and methodologies for
teachers on the basis of advanced pedagogical and information-communication technologies;
- delivering the results of the effective work by organizing training seminars for teachers in all
secondary schools.
A decent approach in the learning process is aligned with the basic competencies, forms the output and
effectiveness of education. The modular learning process forms the direction of individual learning for
students and forms a fully oriented research process. In this case, changes will increase the depth of
knowledge, change the method of learning, increase the desire for learning, change the form of
competence and being able to apply what they have learned under unusual and unfavorable conditions.
Below we have done another research project on another small topic in this lesson. Here's a step by step
process:
I. The initial stage.
1. The theme "The history of the land of Samarkand - in fairy tales and legends" was chosen. The aim of
the project was to study the history of the land of Samarkand on the basis of myths. The result of the
project was the creation of small texts on the history and nature of Samarkand's land.
2. The number of project participants and the composition of the groups were determined.
3. The initial cognitive cross section of the textbook compiled by the teacher was conducted.
4. The entry form has been completed (I know what I want to learn).
II. The plan development stage.
1.
The tasks of the stage were: collecting material, translating this collected material into fairy
tales and legends, and finally giving color.
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2. The methods of data collection and analysis are as follows:
- Reading a popular text;
- Highlighting the key words;
- Using synonyms, metaphors and aphorisms to help change the language and style of the text;
- A story plan has been drawn up.
3. The sources of information are:
- A list of books compiled by a teacher, or books that students find in a library;
- The Internet.
4. The sources and methods for collecting information are as follows:
- Independent study of the found information;
- Discussing the reading together;
- Using expert advice.
5. Project quality criteria and methods were discussed:
- The amount of material studied;
- The independence of thinking;
- Short, vivid and clear speech;
-Proportionality of text and illustrative material;
-Base quality;
-The originality of the presentation.
6. The results of the presentation form were made into a book of fairy tales and legends.
7. The form of work (individual, group) is defined, tasks are defined:
- Collection and processing of primary information;
- Telling the collected information in the language of fairy tales and legends;
- Painting;
- Book drafting.
8. Definition of project implementation deadline.
III. Realization of the project.
1.We started collecting and analyzing information from a variety of sources on the basis of a previous
project.
2. We have been recording, processing, copying the information we receive. We worked on the pictures
for the information.
It should be noted that during the course of the project students learned to work with information and
communication technologies. They have created and formatted documents in MS Word, have been
trained to collect, analyze, systematize information from the Internet, create presentations, and work with
graphics, animations, and MS Power Point software.
3. We analyzed the received materials. We conclude that there is very little information about our native
land and its history, so we tried to tell our fairy tales and legends of our home city through fairy tales and
legends.
4. The final knowledge on the research topic was summarized and the results were analyzed.
5. Presentation materials were formed.
6. Before the performance, we had an interview with a school psychologist.
IV. The final stage.
1. The project was debated among the students.
2. The project was evaluated based on the set criteria.
3. Different criteria were discussed on the process and outcome of the work, that is, teams and personal
success.
4. Exit poll was completed.
5. Pupils received research skills in the work done. They say, "What have I learned?", "What have I
achieved?", "What have I done?", "What could I have done before, now I can do?", "Whom I
helped?".And they answered.
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6. Students gave open lectures, activities at science month meetings, answered questions, defended their
views, opinions, ideas and conclusions.
Undoubtedly, such large-scale project work requires strong training of the teacher and involvement of
specialists in various disciplines, but as a result, students 'desire to learn, collaborative learning of
different disciplines, knowledge and skills of students, formation of students' critical thinking, they are
shaping research and so on.
The students were so interested in this research that they were not satisfied with the work they were doing
and started the next project and the next book. On the basis of fairy tales and legends, the discussion of
the peculiarities of the life and activities of the historical figures and customs of the Samarkand region
began. In addition to natural science knowledge, information about music and information technology
was also included. During the study of the history of Samarkand, the students collected national songs,
and also experimented with ceramics and other forms of carpenter. The knowledge and skills learned in
the course of the research project left a lasting impression not only in the mind but also in the hearts of the
students, as well as in the students' thinking, and the acquired knowledge was put into practice.
Creating a learning process for students to think independently requires a long-standing stereotype in the
learning process - the changing role of the teacher, and a new, creative approach to the organization of the
learning process.
Storytelling, interviews, problem-solving exercises, task assignments, educational games, educational
discussions, stimulating and rebutting the learning process, problem teaching, problem-solving, research,
inductive and deductive discussions, methods such as working independently with the book, verbal
survey, writing, creative, programmed learning, and independent surveillance will be helpful in
developing research skills. But today, not only a mature, that is educated specialist, but also a person
with a healthy spirituality demands the formation of a perfect human being. For this purpose, it is
necessary to define the ways in which teachers can bring up a perfect person, to provide them with the
necessary teaching materials for this purpose.
In elementary education, it is required that the “discovery” of new knowledge and ethical qualities is
carried out by the teacher, not by the teacher, but also by the students themselves. In the course of
teaching, the teacher should be based on the core competencies such as being able to express his or her
thoughts in a verbal and written manner, logically answering and answering questions based on the topic,
and being able to defend his position while respecting the views of the interlocutor. Such discoveries
come from lively conversations between teachers and students as well as literary research conversations
while working on text or short stories.
The method of comparison and contrast is also used extensively in the development of new concepts. The
method of comparing newly acquired knowledge with previous ones, in turn, is a form of self-study of
new concepts. The method of comparison is based on the students' aspiration to challenge their logical
arguments with their classmates' arguments and ideas.
The method of comparing themes should be used in different situations and conditions. Comparing the
difficult topics requires even the most talented student to have a great intellectual capacity. Asking such a
question or matter by the teacher, making hypotheses, proving the correctness of one of them is based on
a conflict of ideas, reinforced by an independent activity.
Inductive and deductive methods of teaching also play a role in teaching students to think independently.
When Yu.Babansky uses inductive method, there are two aspects to teacher and pupil activity: firstly, the
teacher cites facts, demonstrates experience, exhibit material, organizes assignments, helps students to
identify concepts, understand laws, and generalize ideas. Students learn the facts and then draw general
conclusions about the nature of the study. Secondly, the teacher poses problematic issues that lead to
general conclusions that lead to particular situations from a personal perspective. Students independently
reason on the evidence and draw conclusions [6].
In today's independent creative education, the first aspect of the method of induction is not quite true as
long as it encourages research and free activity to promote the spiritual maturity of the student. The
second aspect is that the teacher poses problematic issues that lead from private to general, leading to
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general conclusions, and that students are more likely to independently reflect, draw conclusions and
generalize.
Currently used in continuous education “Brainstorming”, “Everyone teaches everyone”, “Working in
small groups”, “I know. I want to know. Some of the techniques, such as "I learned", "6x6x6", "Cluster",
"Genealogy", can also be used in the analysis of fiction work in the process of independent creative
learning. In fact, the difference between these methods and the logical methods in education is
insignificant.
Interactive methods aim to achieve high results in a short period of time without excessive emotional and
physical effort from the student-teacher. Delivery of theoretical knowledge to the learner within a short
period of time, skills and competencies in a particular activity, as well as their monitoring and evaluation,
require the teacher to be highly professional and agile.
“6x6x6”is another technique that can be used in independent creative learning. When using this method
for working on small texts, the teacher is required to be able to form groups and pedagogical skills and
attentiveness. In this method, students in the class are divided into six groups of six. There are 36
students in total. Groups are given specific names. The theme of the lesson will be announced and a
specific time will be determined. Pupils debate about the topic, express their attitude. At the end of the
assigned time on the topic, the teacher will replace the members of the groups. The new group will only
have one representative from the previous group, who will report on their topic to the new group. The
members of the new group study the opinions and conclusions of the previous group and express their
reaction. In this way, students will give feedback on the topic within a short period of time, and these
ideas will be analyzed by them.
To form small groups of students:
1. Groups are defined by the teacher.
2. The head of the group and the members are identified.
3. Each group will make every effort to ensure that the students who are mentally and physically capable
and who are less able to learn are equally divided. The groups are complemented by members, and their
responsibilities are defined.
4. The leader and members of the group are explained their responsibilities.
5. Each group should sit in circles, and each member of the group should see each other.
6. The work of each group is focused on the activities and ideas. Good ideas are encouraged.
Prior to the establishment of such groups: ensuring that students have the necessary knowledge and skills
to carry out this work; providing clear guidance to groups; allocating sufficient time to complete the
task; to be ready to provide employment to the class who has fulfilled its duties ahead of time; increasing
the number of team members in difficult cases; preparing for the impact of the valuation and rewarding
process on team members; rewarding strong teams; thinking about how to deliver the results of the work
done; you need to create opportunities for the freedom of the community. As you know, mixed groups
have more strong students. Children who have average and free upbringing tend to 'cling' to them.
Because time is urgent. This means that not all students are actively involved in the lesson. Therefore, it
is also possible to classify strong, fast-thinking, fast-paced, well-behaved learners in the classroom
individually, good ones, moderate and slow-thinking students, and give each group a task within its
capacity. It is well known that children tend to be close to their classmates with the same level of
education. They “open up” in their circle. This discovery contributes to the formation of their
personality. When assessing group knowledge, emphasis is placed on the difficulty level of the task. The
time allotted for each class is the same, but the tasks are different. The fact is that all students succeed in
their capacity within a given time frame and seek the victory. It provides spiritual maturity of the person.
Recently, in the practice of independent creative education, such as classes, debates, competitions,
scenario lessons, conference lectures, travel lessons, poetry classes, interviews, and analytical classes
became popular. Many of these “lessons” can also be called various forms of communication.
Creation of a screenplay on the studied artifacts is also a unique product of creativity. In this process,
students also think and act independently. Using a scenario lesson in teaching students to do research is
International Journal of Advanced Science and Technology
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Copyright ⓒ 2020 SERSC
an effective way. The “Scenario lesson” method was studied by S.Yaminova as a separate research
object.
It is well known that in the independent creative education all these methods are based on artistic analysis
of works. It is necessary to ask questions that involve the use of various methods of teaching analysis,
which give the students an idea of how to work with them, to make logical judgments, and to only express
their own opinions and conclusions.
Achieving a student's ability to think, acquire knowledge and creativity should be one of the main
objectives of today's schools.
We use 4
th
grade natural science lessons to teach students the skills they need to master independently,
freely, and to find the knowledge they need on topics such as "I discover the World", "Tree of
knowledge", "Working in small groups", "Project", "Doing creative tasks ”, which facilitates the
formation of student research and research activity. Directing the learner to research activities should be
primarily for the reader, not for science, but for learning the problem should be related to the life
experience and interests of the student. To do this, the teacher should not only confine the student with
the text of the textbook and the reinforcing questions, but also ask them to ask problematic questions and
focus on the development of research activities. In the following, we present our experience of
developing a research activity based on students' competences in teaching natural resources in Uzbekistan
in the 4
th
grade textbook (Table 1).
Table 1
Formation of research activity on the basis of the competence of the student in teaching the subject
"Natural resources in Uzbekistan"
Choosing
a
theme,
identifying
problems
Setting questions
Conduct
research
Natural
resources
in
Uzbekistan
Questions about the textbook.
1.What are natural resources?
2.What are natural resources?
3. Give an example of endless
natural resources?
4. What are the inexhaustible
natural resources?
5. Why Protect Renewable
Natural Resources?
Asking problematic questions.
1.
Within the framework of
socially active citizenship.
Explain the natural resources in
Uzbekistan by the factors of the
natural environment.
2.
Within the competence of self-
development.
How do you think the natural
resources are?
3.Within the framework of the
communicative competence
Natural resources include water
and underground resources. Is that
so? Or is it an endless treasure?
4.
Within the framework of the
communicative competence
Solar radiation, plants, animals,
wind, air, and water do not end
there
within
the
limits
of
communication
competence.
Explain your opinion.
5.
Within the competence of self-
development
Textbooks,
complementary
resources, and
resources
related
to
natural
resources from
Internet
sources
are
studied.
They
are
systematized.
The results are
analyzed.
Conclusions
will
be
prepared.
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How can you contribute to the
preservation of renewable natural
resources?
6.
Within math literacy,knowledge
and use of science and technology
news
Create and
analyze the "Tree of Knowledge",
which reflects the natural resources
of Uzbekistan
Students work on textbooks, tutorials, Internet resources, e-textbooks to prepare answers to problematic
questions, systematize the information they receive, allocate key concepts for the presentation, seek to
substantiate the problem, and guide students to research activities.
Access to information resources (internet, television, radio (audio / video recording), telephone,
computer, email, etc.) as part of the basic competencies; Observance of media culture in the search,
selection, processing, transmission, storage, and use of information required by the media; ability to
create, select and analyze databases; The ability to work with documents that appear in daily activities
(writing simple greeting cards, filling out questionnaires, registering hotel information, etc.) will be done.
In the process of modernization of continuous education teachers of science lead to independent
acquisition of knowledge of students in educational practice. This is the basis for applied research, the
development of national and universal values, and the ability to solve problems easily.
Nowadays, it is becoming increasingly important to focus teachers on innovative ways to ensure students'
cognitive activity. The use of information and communication technologies by the learner and teacher in
the person-centered learning process enhances their mental activity and expands the range of subjects and
subject areas.
1.It is well-known that the present and future needs of society and the state, and
the formation of
students' skills to work with information
, are in many ways related to information and communication
technologies (ICT). It is a means of searching, collecting and employing information, including the
delivery and storage of information in conjunction with the Internet. The use of ICT in research helps to
improve the quality of research and increases the effectiveness of research. Any pedagogical technology
is information technology, because the basis of the technological process of science is obtaining and
changing information. When using information and communication technologies for students, it is
important to choose research materials that are followed by didactic principles:
subjectivity,
problem,
actuality,
harmony,
cognition,
system approach,
scientific and other.
The use of information and communication technologies enables students to fully engage in the following
cognitive activities:
1.
Reliability;
2.
Thinking.
The main purpose of the use of ICTs in research activities is to develop students' thinking and to develop
ways of thinking activities in them. It will also focus on achieving the following objectives:
Acquisition of knowledge on the basis of scientific ideas on information, data processes,
systems, technologies and models;
To master the ability to work with various media using computer and other information and
communication technologies, to organize research activities and to plan results;
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Responsible attitude to information, taking into account legal and ethical aspects of information
dissemination; selected approach to accepted scientific data.
Advantages of using ICT in research:
1. Individualization of research work;
2. Intensification of research work;
3. Increased volume of completed studies;
4. Expand information flow when using the Internet.
5. Combining research with computer and internet data enables the transfer of part of the research work to
the computer, which makes the research process more interesting, diverse and intensive.
6. The use of computer capabilities allows the teacher to clearly indicate the level of learning of the
material being studied by all students in a short period of time and correct it in a timely manner.
However, it is possible to determine the degree of difficulty of a particular task.
The main purpose of students' use of ICT in research is to develop reasoning, to form prescriptions for
intellectual activity. The students use the following methods:
o
analysis;
o
comparison;
o
generalization;
o
classification;
o
expression of concepts.
Mathematics is a science that develops students' thinking and develops their minds. Particularly
interesting, logical, and compelling issues sharpen the reader's thinking. It develops competence in
mathematical literacy, awareness and use of science and technology. In particular, based on the logic of
carrying out research activities, I.A.Zimnyaya identified three groups of research activities and three
related research skills: the first group of activities included intellectual, mental activities: comparison,
analysis, synthesis, abstraction, and the complexity of their implementation in complex ideas,
systematization, classification, modeling, goal formation, task setting, hypothesis, and so on. In the first
research skills group included are as follows: analysis, substantiation and comparison of evidence,
separation of significance, goal setting, formulation of research tasks and others. Through these actions
and skills, research will be structured, designed, targeted research done, and the problem-solving situation
based on independent transfer of knowledge and skills to new situations that require intellectual activity.
This aspect of research is incorporated in the author's intellectual research work [11].
Based on this, we have included the following actions related to the informational aspect of research
activities: the perception and information content of the research: observation, meaningful perception,
review, analytical research. We have also included the following skills: observation, data collection and
processing skills, logical understanding of the material, the ability to work with scientific literature and
more. This combination of actions and skills helps to reveal the objective content and nature of the
subject under investigation.
It is also necessary to clarify the concept of experimental verification. What does it mean? One
experiment or experiment? A single experimental agreement is defined as a single experimental
experiment with a minimum sequence of motion, with the objects and means of observation sufficient for
a one-time test that the hypothesis affirms or rejects. There are hypotheses that they could potentially be
rejected, but it is not possible to conduct direct experimental investigations on them. For example, "The
shift of the Continents", "The origin of Life", "The causes of the dinosaurs dying" and so on.
Only the hypotheses can be verified if they are a valid hypothesis.
Assignment. Which experiment can empirically confirm the following rule: “nothing is created by
artificial or natural operations. In each process there is an invariable amount of matter at the beginning
and the last moment of time ”.
1. Can Ptolemy's hypothesis be experienced? (Earth is in the center of the sun and other planets revolve
around it).
2. What kind of experiment can be conducted to prove the hypothesis of the effect of noise on human
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fatigue in school settings?
The researcher must put forward a certain hypothesis and have a good understanding of its basic
characteristics, otherwise it will remain on the shore of fantasy. One of the main characteristics of the
hypothesis is its potential rejection.
From this description, the strongest hypothesis is that the higher the probability of rejection (Q), the
higher the probability of rejection. This likelihood depends on how many prohibitions the Protocol (B)
contains, but only comparisons can be made with the same observation O tools and dictionaries V.
Further confirmation of the hypothesis is the validation (P), assuming that all experimental D and the
number of positive D1 experiments are not equal to O.
In science, simplicity is based on the assumption that: if there are two competing ways to explain an
event, a set of facts, and if they explain the facts and events in the same way, then the simplest one is
selected. A simpler explanation would be more stable. The hypothesis is known from ancient times.
Sometimes, scientists fail to take into account accuracy to simplify expression. For example, D.I.
Mendeleev did not take into account the fact that argon has an atomic weight greater than 39.94
potassium, which is 39.09 more than potassium in the periodic system. Similar violations of the law are
found in breaches 27 and 28, 52 and 53 and again in four areas of the table.
What is the reason for this or that incident that may not have come as a surprise? The answer to the
question Thus, the researcher assumes that what may or may not happen before undertaking the study,
while examining the timing and timing of migratory birds, suggests that the researcher's timetable may
shift within certain boundaries, which in turn are subject to climate change. However, deviation from
these values within the mean value for a given region is not expected or legitimate, and it is also possible
to confirm that such a single event (very early or late arrival) violates the law. From the above it has been
shown that the empirical hypothesis reflects the essence of the law. For example, the effects of climate on
the arrival and departure times of birds, the relationship between current resistance and current strength,
etc. The development of the hypothesis begins with the assumption that it will become a "claimant" and
gradually move to the "law of nature." Often, such a law is named after a scientist who first pioneered
and developed an empirical hypothesis, such as Newton's Law, Om's Law, Archimedes' Law, and so on.
Analysis and results
In order to achieve the common goal of organizing and conducting pedagogical-experimental works, the
following was done:
1. To study the current state of research skills formed in students and teachers. Conducting questionnaires
among students and teachers of secondary schools, conducting interviews, conversations, monitoring the
classroom, pedagogical observation of teachers' activities in the field of extracurricular education,
studying and analyzing teachers' views on the state of educational content. Such cases have served as a
basis for the successful resolution of this task.
2. Determine the preconditions for developing students' research skills. In the process of solving the
problem, the main factors contributing to the formation of student research activities were identified, a
development system was established, and the amount and content of knowledge, skills, and competences
that should be covered by the students in the state educational standards.
3. To identify problems that arise in the development of research skills in students and to identify
measures to address them. This task was implemented through direct communication, dialogue and
discussion with students and teachers of secondary schools, organization of activities, exchange of
experience.
4. To identify effective educational technologies that will help students to develop research skills. These
activities were based on the development of scientific and creative activity in the educational process, the
analysis of students' research results, the degree of research activity they developed, and the analysis of
student participation in research activities.
5. Development of evaluation criteria that determine the level of development of research skills in
students on the basis of basic competences. The criteria were developed in accordance with the
components of the research activities proposed in the research.
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The use of this method in the experimental work allowed solving the following pedagogical tasks:
-to determine the purposeful selection of educational content and established methodology aimed at
developing students' research skills;
-substantiate the essence of the established methodology, the amount of time it takes for students to
develop a knowledge system that helps them develop their research skills, the professionalism of the
teacher, and the interconnectedness between students' independent learning and their activities;
-to determine the ability of test tasks to determine basic competences in mathematics, reading, native
language, and natural science;
-justification of conformity of the established methodology with existing pedagogical conditions.
This method allowed us to determine the correctness of the scientific hypothesis proposed by us, to study
in detail the educational process aimed at developing students' research skills, to collect the most accurate
and necessary information, and to provide evidence-based scientific conclusions.
The main requirement for the introduction of the main programs of general secondary education is to
constantly improve the learning process and to be constantly open to the news.
Identifying research elements, concepts and ideas that should be based on basic competences in
mathematics, natural science, native language, and reading disciplines to address this in the primary
education disciplines, for which the state educational standards and curricula, the goals and objectives of
the subjects, textbooks should be eligible to the content.
To accomplish this, at the beginning of the school year, tests were made on the relevant academic subjects
to determine the baseline competences of students of 49
th
secondary school in Samarkand were selected
for the experiment. The monitoring involved 3-4 grade students. The 207 students participated in the
questionnaire.
Results of tests in mathematics, reading, natural sciences and native language at 49
th
school in
Samarkand are presented in the following table (Table 2) and histogram (Figure 3).
Table 2
Test results in mathematics, reading, natural sciences and native language at the 49
th
school in
Samarkand
№ Subject
The
3th
grade
control,%
The
3th
grade
experimentation, %
The
4
th
grade
control,%
The
4
th
grade
experimentation, %
1
Mathematics
41,66
42
19,67
35,45
2
Reading
comprehension
30
37,09
46,13
48
3
Mother tongue
49,33
48,48
61,56
64,14
4
Natural science
50,65
52,36
65,16
69,12
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Figure 3. Test results in mathematics, reading, natural sciences and native language at the 49
th
school in Samarkand
As shown in the chart and histogram, students' readiness to learn mathematics in the subjects is 30.27%;
readiness to study is 40.3%, native language is 55.87%, preparation for natural science is 43.69%.
Summing up the statistical analysis, we can say that the training programs used in the pilot groups, the
use of the methodological system and the testing methodology are effective, and the experimental
analyzes provide the basis for their popularization in the secondary schools of the country.
Conclusion
The study analyzed the formation of students' research activities in secondary and foreign secondary
schools. Results need to first teach about secular science, create conditions, opportunities for self-
awareness, and then direct them to academic activities to the students of general secondary schools.
Criteria for students to choose the methods of planning and solving problems of research activities
(problem suitability, planning, selection of solutions, decision making, understanding and scientific
understanding of the
problem)
were developed. If they are used in the learning process to identify the
students 'scientific and creative activity, their abilities, interests, and opportunities, and if the right forms
of development of the learner are chosen correctly, the students' intellectual abilities will be increased and
research skills will be formed.
It is necessary to conduct research on the study of students' activity and their opinion in increasing their
activity in research activities and, as a result, to identify new areas in this area.
It is necessary to study and coordinate foreign and national experiences in enhancing student referrals.
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