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THEORETICAL FOUNDATIONS FOR DEVELOPING STUDENTS'
HEURISTIC ACTIVITY USING TEACHING METHODS IN HIGHER
EDUCATION INSTITUTIONS
Toshev Salimjon Nurboboyevich
Teacher of Shahrisabz State Pedagogical Institute
Gmail: salimtoshev053@gmail.com
https://doi.org/10.5281/zenodo.15672552
Annotation.
This article discusses the main task of a future physics teacher
in heuristic teaching, which is the student's creative self-awareness. This is
usually implemented as follows. The student takes materials for construction,
but is not provided with ready-made knowledge about it. They create a product
of activity (hypothesis, model, craftsmanship), and then compare it with the
knowledge of natural sciences in that field with the help of the teacher. As a
result, the student revisits the outcome of their activity, leading to personal
growth (emotions, knowledge, abilities, and experiences change). When
students are involved in the general educational process, the result of their
activities may be immersion in the subject they are studying.
Keywords.
Modern pedagogy, heuristic education, heuristic activity,
Socratic irony, cognitive activity, cognitive task, hypothesis, mind map.
Among the many innovative teaching methods, heuristic education stands
out, its prototype created by Socrates through the method of questioning and
thinking, in other words, "Socratic irony". It is known that the ancient Greek
philosopher led his students to true judgment through dialogue. Initially, he
posed a general question and after receiving an answer, he clarified further until
a final answer was reached.
Modern pedagogy is becoming increasingly flexible, allowing parents and
teachers to use various teaching methods. You can choose any method, but the
most important thing is that it is effective and does not harm the child. One of
the popular innovative teaching methods is heuristic education.
The word heuristic is translated from Greek heurisko - "I discover", "I
search", "I find". It is about finding answers to knowledge and given questions.
The origin of heuristic education is found in ancient Greece, discovered in the
method of the ancient philosopher Socrates. The teaching method he used is
translated from Greek as the art of midwifery, called maieutics. Socrates
encouraged his students to think by asking questions; knowledge was born in
dialogue. Modern heuristic education is based precisely on Socratic maieutics.
Heuristic education is a learning process that sets the main goal in the form of
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the student's own meaning, objectives, as well as the content of education and
the construction of the process of organization, diagnostics, and awareness.
For students, heuristic education is a continuous discovery of new things.
Heuristic education focuses on the student's unique educational content,
objectives, and content, as well as the construction of the organization,
diagnostics, and awareness process. The student's personal experience becomes
a component of their education, and the educational content is created during
the student's activity.
The goal of heuristic education is based on ensuring that the teacher's
personal past experience is not transferred to students, that they create their
own experiences and products, and that the student is directed towards building
the future. An inseparable goal of heuristic education is also to help students
shape and create their understanding of the unique meaning, objectives, and
content of education, as well as the process of organizing, diagnosing, and
understanding their completed work.
Heuristic activity is often associated with creative activity, but the first
concept is broader and has several distinctions. Heuristic activity includes the
creative process of producing educational products. One of the components of
heuristic activity should be cognitive processes that accompany creativity.
Organizational, psychological, methodological, and other processes in heuristic
activity ensure both creative and cognitive activities.
In heuristic education, there is one main characteristic, which is the study of
educational standards, thus changing the place of the student's personal
creativity. Initially, the student independently creates educational products, and
only then should they compare them with the achievements of humanity
established in educational standards. In such conditions, the student has the
opportunity to master both the standards and independent creative activity.
Despite the age of the method, the concept of heuristic education has only
recently begun to be applied in pedagogy. Therefore, there is no single
interpretation: heuristic education can be viewed as a form of teaching (for
example, heuristic conversation), a teaching method (say, brainstorming), or as
a technology for the creative development of students.
Heuristic education can combine creative and cognitive activities. The
teacher should not provide the student with ready knowledge; they should
provide the student with the knowledge they need to master. The object can be a
physical phenomenon, a natural phenomenon, material for modeling, and so on.
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Based on this, the student must create a product of activity, such as a hypothesis,
mind map, text, model, diagram, or product.
The result of the student's creative activity can be completely
unpredictable; as a rule, the result depends on the student's personality. Only
then should the student, with the help of the teacher, compare the result with
certain achievements in the field (analogues of natural sciences) and revisit it.
The ultimate goal of heuristic education is not to acquire specific
knowledge, but to achieve the student's creative self-awareness. Accordingly, it
is not the student's acquisition of certain knowledge on a specific topic that is
evaluated, but their creative achievements in that field.
Heuristic education is based on certain principles. Among them are: setting
the student's personal goal; choosing an individual learning trajectory, the meta-
objective foundations of educational content; educational effectiveness; the
priority of students' educational products; situational learning; educational
reflection.
Currently, heuristic education is often confused with problem-based
education, but there are significant differences between these methods. The
cognitive task in problem-based education is the problem posed by the teacher
to the student - it has a specific solution or at least a direction for resolution. It
should be noted that in heuristic education, an open task does not contain a
correct solution, and the result is not always predictable for the student or the
teacher.
The task of problem-based education is to transfer the teacher's experience
to the student in some non-standard way, for example, by posing a cognitive
problem. At the same time, heuristic learning implies the creation of the
student's personal experience. In such conditions, problem-based education
serves as a preparatory stage for heuristic education, meaning that before
creating their product, the student must learn how to create it. Solving cognitive
problems helps them in this regard. Almost any university can use heuristic
education in teaching any subject, as long as a high-quality open task is created.
For example, in a physics lesson, you might ask the student to build a model of a
transformer (Appendix 2). As a rule, students who perform such tasks learn the
material much better. Naturally, heuristic education cannot completely replace
traditional teaching, but it can and should be used as an addition to traditional
methods to develop students' creative abilities. Students should be given the
opportunity to feel themselves as full participants in the learning process, not if
they are forced to acquire knowledge, but if they can do so independently, even
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through trial and error [34]. After all, many great discoveries were made
entirely by chance!
In heuristic teaching, the main task is the student's creative self-awareness.
This is usually implemented as follows. The student takes materials for
construction, but is not provided with ready-made knowledge about it. They
create a product of activity (hypothesis, model, craftsmanship), and then
compare it with the knowledge of natural sciences in that field with the help of
the teacher. As a result, the student revisits the outcome of their activity, leading
to personal growth (emotions, knowledge, abilities, and experiences change).
When students are involved in the general educational process, the result of
their activities may be immersion in the subject they are studying.
The situation of heuristic education formed in the lesson will be the most
important element of learning. This situation activates the student's ignorance,
their goal is the birth of a personal idea, problem, diagram, hypothesis, or text. In
heuristic education, the educational result remains unpredictable, all students
can achieve completely unpredictable results.
Heuristic education is built on open tasks. Almost any component of the
studied topic can be expressed in the form of open tasks. For example, write an
article on physics, formulate a physical law, imagine the future society, compile a
set of your lessons on physical phenomena, identify possible methods of using
the object, or create a model or layout of physical processes.
In heuristic education, what is monitored is not the level of mastering ready
knowledge, but the creative deviation from it. Therefore, the development of the
student's personal qualities, as well as their creative achievements in the subject
being studied, including the level of mastering and achieving educational
standards, is checked and evaluated.
References:
1. Andreev, V. I. Pedagogical heuristics for creative self-development [Text] / V. I.
Andreev. - Kazan: Center for Innovative Technologies, 2015. - 288 p.
2. Khutorskoy, A.V. Structure of students' heuristic abilities [Text] / A.V.
Khutorskoy // Psychology of abilities: Current state and research prospects:
scientific materials. conf., dedicated to the memory of V.N.Drujinin. – M.: “RAS
Psychology Institute” publishing house, 2005. – P.72-75.
3. Khutorskoy, A.V. Student as a source of knowledge: technology for organizing
heuristic activity [Text] / A.V. Khutorskoy // Materials of the interuniversity
scientific-practical conference on stimulating cognitive activity of students and
schoolchildren / ed. I.P.Andriadi. – M.: MGPU, 2002. – P.12-16.
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4. Khutorskoy, A.V. Heuristic methods as an innovative teaching tool [Text] /
A.V.Khutorskoy // Innovations in secondary schools. Teaching methods.
Collection of scientific works / ed. A. V. Khutorskoy. – M.: GNU ISMO RAO, 2006.
– P.108-118.
