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LOCAL AND INTERNATIONAL RESEARCH CARRIED OUT ON THE
IMPLEMENTATION OF PHENOMENON-BASED LEARNING AND
HIGHER-ORDER COGNITIVE DEVELOPMENT
Dushanova Nargiza Mamatkulovna
https://doi.org/10.5281/zenodo.14202046
Annotation
The current article focuses on looking through the research carried out
both on a local and international level on the usage of the phenomenon based-
learning approach in the education system of Uzbekistan and the target group in
which it has been implemented and what skills are targeted to develop in the
assistance of this approach. Also, it investigates the work of researchers whose
main focus was the development of cognitive competencies, specifically higher-
order cognitive domain specified in Bloom’s taxonomy.
Key words
Phenomenon-based learning, cognitive development, critical thinking,
problem solving, decision making, self-directed study, meta-subject skills
The local researcher investigating the implementation of phenomenon-
based learning among school pupils is Khusanova Khilola Khaqberdiyevna. Her
research focuses on enhancing the productive skills of school children,
particularly listening and speaking, through the phenomenon-based learning
approach. She contrasts this approach with project-based learning, emphasizing
that while project-based learning encourages students to broaden their
knowledge and skills by working on projects related to educational material, it
may not effectively promote structured learning. Project-based learning
primarily aims to develop students' independent problem-solving abilities. The
main formats of project-based learning include problem-based lectures, where
the teacher identifies potential solutions to a given situation, and practical
classes where students collaborate to explore possible mechanisms for
addressing issues presented by the teacher. However, the fundamental lesson
format remains unchanged. Through participation in project activities, students
cultivate critical thinking, autonomy, effective communication, and problem-
solving skills.[1]
The phenomenon-based approach to learning focuses on real-world
phenomena, linking topics and problems to real-life situations. This approach
allows students to apply knowledge and skills across different subjects and
beyond the classroom. Phenomenon-oriented learning involves studying a
complete phenomenon as a group to gain knowledge about the real world. An
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important aspect of this approach is the lack of isolation, which helps learners
understand knowledge and skills within the context of the phenomenon. In this
approach, students not only seek answers to their questions about the
phenomenon but also determine which school subjects are necessary for
understanding it. In the learning process, students are actively involved in
shaping their understanding by forming preconceptions, setting goals, and
asking questions. While the teacher guides students in their quest for
knowledge, the importance of interaction with the teacher remains unchanged.
This approach fosters valuable communication skills.
"Phenomenon-based learning technology has the potential to enhance the
development of high school students' skills. Through engaging and interactive
learning experiences, it nurtures critical thinking and problem-solving abilities,
encourages collaborative learning and communication, and enables authentic
assessment. PBL technology equips students with the tools to become effective
communicators [1].”
Educators should wholeheartedly embrace this technology and
incorporate it into their teaching practices to empower students and prepare
them for success in both their academic and professional endeavors. Our
comprehension of phenomena is confined to what we can perceive through our
senses. Therefore, it is essential to recognize and welcome the complexity of this
process, which is no easy feat
.
As human beings, we are part of
the world rather
than its creators. This intricacy also applies to the learning environments in
schools, which cannot be fully controlled, though this does not diminish the
importance of careful planning and preparation [1].
From a phenomenological perspective, it necessitates embracing the idea
that gaining a new perspective involves letting go of an old one – a challenging
process. Educators must be ready to carefully guide students through this
process [1].
Concerning the development of cognitive competence, it was the object of
research of D. Y. Xudoyberganov, J.A. Mardonkulov, A.A. Ibragimov, G'. A.
Nafasov, J.S. Otepbergenov, K. Kudratov, L. R. Zaripov, G.A. Amanova.
Doniyor Y. Xudoyberganov. (2024) in his article ‘Stages of Formation of
Cognitive Competence in Primary School Students’ stated that the development
of cognitive competence in elementary school students occurs in three stages
[2].
The primary objective of shaping the educational activity of a primary
school student is to foster their growth as active participants in their learning.
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Students should be capable of independently identifying their goals, utilizing the
necessary knowledge and methods to achieve those goals, planning their actions,
monitoring their progress, and evaluating their results about their set objectives.
This implies that students can engage in self-directed study and strive for
personal development and improvement. By the conclusion of the third stage,
which marks the end of primary education, a primary school student should
possess a crucial human quality – the ability to learn independently. This
encompasses the capacity to establish specific goals and attain them through
personal effort, apply acquired knowledge, actively engage in self-development
and self-directed learning, take initiative, be proactive, and stand up for their
beliefs. This readiness is demonstrated in their willingness to take action [3].
At the low level, the student can execute tasks based on a given sample but
may struggle with the independent application of theoretical knowledge and
often makes mistakes. Moving on to the middle level of cognitive competence,
the student can comfortably apply knowledge in familiar situations, albeit with
some reliance on teachers for guidance. However, the student may still lack
certain meta-subject skills such as summarization and systematization of
information. By the graduation of primary classes, a primary school student
should ideally possess the crucial quality of independence in learning. This
entails setting and achieving goals through personal effort, applying acquired
knowledge, actively pursuing self-development and independent education,
taking initiative, being proactive, and standing up for personal beliefs [3].
As stated by
L. R. Zaripov and G.A. Amanova,
modern education aims not
only to acquire and accumulate knowledge but also to master practical skills and
apply knowledge effectively. Competence entails the ability to utilize knowledge
and skills in diverse situations. This approach not only emphasizes the practical
and professional aspects of education but also sets high standards for the
development of future specialists. The intellectual and cognitive development of
future specialists has become an increasingly critical focus in higher education.
This is primarily due to the fact that the intellectual product is a key driver of
economic progress, with intellectual and cognitive assets being the primary form
of ownership. A person's intelligence, knowledge, and skills significantly
influence the advancement of production, science, and the position of the state
in the international arena. Furthermore, intellectual creativity and cognitive
productivity serve as a social mechanism that counters regressive trends in
societal development. The fewer intellectually and creatively developed
individuals are there, the more destructive tendencies tend to emerge in society.
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Finally, mental work is essential for personal freedom and self-sufficiency. The
more a person utilizes their intelligence to analyze and assess their
surroundings, the less susceptible they are to external manipulation.
In the context of the higher education system's development until 2030,
the focus is on shaping educational programs that align with students' interests
and the needs of the workforce. This involves developing curricula based on
individual educational paths to cultivate creative thinking and practical skills in
students. Key objectives include implementing methods and technologies to
enhance competencies in the educational process, orienting education towards
practical skill development, and gradually transferring higher education
institutions to the credit-module system [4].
A.A. Ibragimov noted that Cognitive competence is knowledge which is
seen as activating the educational processes, taking professional activities
effectively, willingness to go, ability to understand the high educational
priorities, and the ability to develop knowledge independently. Teacher's
cognitive competence - his cognitive competencies are in connection with
concrete objects of reality possession and effective manifestation in professional
activity [5].
Also, Gulnoz Amanova clarifies that based on the research conducted at
Pedagogical University with its analysis of the diversity of factors affecting the
formation and development of students' cognitive competence [6], they focus on
the following factors: personal factors, subjective factors, organizational factors.
Factors governing the educational process related to pedagogical activity:
Social factors and information-technological factors [6].
Based on the results derived from the research, she comes to several
conclusions:
1. Cognitive competence can be an indicator of a student's cognitive
activity. 2. Cognitive activity is stimulated by motivation - a set of motives of
various origins. 3. When studying pedagogy, we can distinguish four types of
motivation for cognitive activity: opportunities, content, process, and self-
regulation.
4. There are three levels of cognitive competence development in the
study of pedagogy.
5. The level of cognitive competence directly depends on the student's
motivation. Content and opportunity motivation provides a normal level,
and process motivation – is an average level. A student achieves a creative level
with the motivation of self-regulation. It is the process of discovering one's
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abilities and expressing oneself to achieve a goal. Everyone needs self-
awareness, but not everyone knows how to set a goal and achieve it without
losing motivation. 6. Since the levels of cognitive competence are related to
motivation, the types of motivation are formed gradually [6].
References:
1.
Kh. Kh. Khusanova. Project-based and phenomenon-based learning: a
comparative
2.
Analysis. International Journal of Word Art. 2023-67-73p
3.
D. Y. Xudoyberganov. (2024) ‘Stages of formation of cognitive competence
in primary school students’, Inter education & global study, (7), pp. 76–83.
4.
D.Y. Xudoyberganov. Boshlang‘ich sinf o‘quvchilarining kognitiv
kompetensiyasini shakllantirish bosqichlari.- 2024.-B. 79
5.
L. R. Zaripov, G. А. Аmanova (2024) “Pedagogika oliy taʼlim muassasalarida
talabalarni
o‘qitish
jarayonida
kognitiv
kompetentsiyalarni
rivojlantirish”//Tashkent Medical Academy Volume 4 | TMA Conference | 2023
Integration of Science, Education and Practice in Modern Psychology and
Pedagogy: Problems and Solutions 2023.B. 369-373
6.
A.A.Ibragimov. Pedagogik ta’limda kognitiv texnologiyalarni qo‘llashning
nazariy asoslari. Kognitiv va neyropedagogik tadqiqotlarning ta’lim amaliyotiga
tatbig‘i. Xalqaro ilmiy - amaliy konferensiyasi materiallari. – Samarqand viloyati
PYMO‘MM, 2024 -680 b.
7.
G. А. Аmanova. Conditions and factors of development of cognitive
competencies of students. O‘zbekiston milliy universiteti xabarlari, 2024,
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