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THE PRIORITY TASKS OF DEVELOPING THE KNOWLEDGE OF
BIOLOGY STUDENTS ABOUT MODERN METHODS OF BIOLOGICAL
RESEARCH
Tursunov Mumtazjon Ghairatjon ugli
Researcher of Fergana State University
https://doi.org/10.5281/zenodo.13912236
Abstract:
In the article, the theoretical and methodological foundations of
the development of the knowledge of biology students about modern methods of
biological research, the methodology of the development of the knowledge of
biology students about modern methods of biological research, the effectiveness
of the development of the knowledge of biology students about modern methods
of biological research were studied. Also, The priority tasks of developing the
knowledge of biology students about modern methods of biological research
were analyzed.
Key words:
biology, technology, competence, improvement, pedagogical,
technological, model, didactic, form, method, tool, evaluation, creative thinking,
reflexivity, creativity, pedagogical experiment.
INTRODUCTION.
If the purpose of biology is to learn new knowledge about
living nature through various studies, the purpose of school biology subjects is
to learn the content, ways and means of teaching students about the
achievements of biology. In addition, biology teaching methodology is closely
related to the sciences of agronomy, medicine, hygiene, philosophy, pedagogy
and psychology.
In recent years, in connection with the increased attention to the use of
intersubject links in biology education, it is in contact with a number of sciences
such as chemistry, physics, and geography.
LITERATURE ANALYSIS AND METHODS.
Studies on the application of
electronic educational resources and virtual educational technologies in the
teaching of biology subjects in the continuing education system to the
methodology of forming the professional competence of future biology teachers
L. Ravlovysh, I. Bilous, N.E. Rerry, S.A. Brenner, Y.N. Arbuzova, S.B. Bogomolova,
N.P. Stepanova, M.M. Salimova, N.A. Karimova, Z.A. Mardanov, A.K. Rakhimov,
J.O. Tolipova; of Bakhodirova researched in his works.
RESULTS AND DISCUSSION.
The methodology of teaching biology, similar
to that of other subjects, has its own scientific research methods, and the works
carried out as a result of the application of these methods contribute to the
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development of the methodology of teaching biology as a science. Scientific
research methods of biology teaching methodology include the following.
1. Pedagogical observation method. When this method is used, experts -
observers study the work experiences of biology teachers working in schools,
study the work experiences of the most effective among them, and promote
these experiences among teachers.
2. Pedagogical experiment method. This method is used more in scientific
research. Researchers create guidelines and develop new plans (for lessons,
extracurricular activities) aimed at solving the problems of biology education in
schools and test them in biology education in schools. In order to determine the
effectiveness of these experiments, which are intended to further improve the
content of biology education, experimental control classes are usually separated.
Education in the classes selected for the experiment will be conducted based on
the new work plan developed by the researchers. In control classes, education is
conducted according to the plan drawn up by the teacher. In the experimental
and control classes, the same subject is taught on the basis of two different
plans, and the learning efficiency of the subject is analyzed in both classes. If the
plan drawn up by the scientific researcher in studying the subject has a good
effect, the activity of students in studying the subject increases, and their
mastery is slightly higher than in the control class, and these results are
repeated several times as a result of experiments in other schools, this new work
plan will be widely distributed among teachers and introduced into education.
3. Method of psychological observation. Since biology is taught in grades 6-
9, as well as in lyceums and colleges, it is studied by students of different ages.
Therefore, in order to increase the effectiveness of education, it is necessary to
know the mental states of students of different ages, to take into account their
personal characteristics, such as their attitudes to biology education, interests,
attention, memorization of educational material, and activities. When this
method is used, researchers determine students' attitudes towards classes,
classes and extracurricular activities. How teachers organize lessons, how they
treat students, visual aids they use, how the use of non-traditional education or
its elements affects students, causes them to be active or vice versa. , the factors
that cause students' indifference, inattention to the lesson, their lack of
knowledge acquisition, and the factors that cause students' interest and activity
in learning the subject of the lesson are separated and promoted.
It is known that biology is living nature, its origin consists of sciences that
study all aspects of the structure, life, and development of living organisms, and
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the role of biology education in general education schools is determined by its
place and importance in the development of nature and society.
Today's biology is one of the sciences that is developing very quickly and
giving birth to new branches among other sciences. Many problems of the
development of society of our time are solved on the basis of the achievements
of biological sciences. The ever-increasing population of our country requires
providing people with enough food, clothing, and shelter. In addition, the impact
of humans on nature is increasing, ecological issues are becoming more serious,
and biology is of great importance in solving the problems of protecting
biological diversity and human health.
For this reason, every middle-educated person living in our time, regardless
of his chosen profession or specialty, needs to have a certain amount of
knowledge and skills in biology. The people of our modern times are aware of
living nature, plants and animals and their div structure, life processes, laws of
historical development, the main groups of plants and animals, their importance
in nature and in human life, and the right attitude towards nature and its riches.
Logically complete knowledge such as being must have qualifications.
Therefore, the subjects of biology taught in general education schools are of
great importance in the formation of the above-mentioned necessary knowledge
and skills in biology. In this regard, the main tasks of biology education are set
for students of biology education of the Republic of Uzbekistan of general
secondary education of the Republic of Uzbekistan, based on the State
educational standard and curriculum: basic biological concepts, leading g to
introduce ideas, scientific evidence, laws, methods of scientific investigation,
knowledge related to the formation of the landscape of the organic world;
provide information about living nature and the mechanisms of adaptations that
have arisen in the course of its development; to equip students with knowledge
about the life of organisms, the basic laws of their individual and historical
development, biological phenomena and processes at the molecular, cell,
organism, population, species levels, to develop their interest and creative
abilities in the study of biology, and in the future continuous development
preparing the ground for the continuation of the education system; directing
students to take care of their own and others' health, to create a healthy lifestyle;
guiding students to consciously choose a profession on the basis of ensuring that
the content of biology education is firmly connected with current social life and
scientific and technical progress; to inculcate in the young generation the virtues
of rational attitude to nature and all its riches; Enriching the content of biology
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education with materials related to the country, educating students in the spirit
of patriotism by introducing them to the biological knowledge of local plant and
animal species, breeding achievements, and the works of our great scientists
who have lived and created since ancient times. Based on the above tasks, a
document-biology subject program will be created, which will determine the
minimum level of knowledge to be given in the subject of biology for general
education schools. Textbooks are prepared according to the requirements of the
program.
Identifying educational goals, i.e. why study biology? The solution of this
question, in turn, helps to determine the structure (structure) of this subject, its
content, general direction and other problems of education - teaching
methodology, forms, material base, and a number of other tasks.
CONCLUSION.
Concepts in biological sciences are composed of logically
connected morphological, anatomical, physiological, ecological, systematic,
phylogenetic, cytological, embryological, genetic, agronomic, hygienic,
paleontological concepts. The above-mentioned concepts are in the form of
simple, complex, special and general biological concepts. The simple concept
reflects the simplest aspects of the structure and life process of plants and
animals. One of the important tasks is to distinguish each concept to be studied,
to connect it with which concepts, to choose the necessary visual aids and
teaching methods for creating concepts. As the teacher prepares for the lesson,
he analyzes the issues of how to create new concepts in students according to
the requirements of the program and what methods and tools are used to form
concepts in the minds of students. Takes into account the possibilities of using
intersubject links. In the case of studying issues of morphological content in the
lesson, it is required to use practical methods in the leadership, demonstrative
methods in anatomical-physiological topics, oral and demonstrative methods in
ecological topics.
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