Volume 05 Issue 12-2024
101
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
101-109
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
The article presents a methodology for using innovative technologies to increase the effectiveness of students'
teaching of Biochemistry in independent teaching of the subject at the Department of Biochemistry of the Bukhara
State Medical Institute. Examples of increasing the interest of students of higher medical institutions in fundamental
sciences and their professional competence through a professionally oriented teaching method are given. The task of
the teacher in independent teaching is to encourage and guide the search for ways to solve problems. When working
with a mini-group, the initial level of knowledge, students' thinking and perception of the material, individual
preparation of clinical problems and their independent work with certain topics are also taken into account.
KEYWORDS
Theoretical knowledge, curriculum, credit-module system, independent, independent work of students.
INTRODUCTION
In accordance with the curriculum of the Ministry of
Health of the Republic of Uzbekistan, in accordance
with the working curriculum of the Bukhara State
Medical Institute, a large number of hours are also
allocated for independent education of students in the
subject of biochemistry according to the credit-module
system. The theoretical knowledge and practical skills
obtained in the process of studying these subjects
ensure high professional skills and qualifications of
future health care specialists.
The Department of Biochemistry of the Bukhara State
Medical Institute has developed and approved an
instruction on the organization and control of
Research Article
METHODS OF USING INNOVATIVE TECHNOLOGIES IN INDEPENDENT
STUDY OF BIOCHEMISTRY
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-21
Feruza Nurutdinova
Department of Biochemistry, Bukhara State Medical Institute, Bukhara, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 12-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
12
Pages:
101-109
OCLC
–
1242041055
Publisher:
Master Journals
independent education of students in the credit-
module system.
This instruction was developed based on the
Resolution of the Cabinet of Ministers of the Republic
of Uzbekistan No. 824 dated December 31, 2020 “On
measures to improve the system related to the
organization of the educational process in higher
educational institutions” and the Order of the Minister
of Higher and Secondary Specialized Education No. 311
dated July 16, 2021 “On approval of state educational
standards of higher education”.
The guideline is based on the following general
principles:
The student's independent learning load is an integral
part of the educational work specified in the
curriculum for mastering a specific subject.
The student's independent learning is a set of
educational work carried out in the classroom and
outside the classroom (excluding the classroom hours
allocated in the curriculum) in the form of independent
work under the direct supervision of a teacher or
independent study of topics in the subject (module) by
the student.
Independent learning
–
is a systematic activity aimed at
the formation of theoretical knowledge, practical skills
and competencies based on the independent mastery
of educational material, creative and independent
performance of tasks of varying complexity, and
practical tasks in the classroom and outside the
classroom.
Independent work
–
an active method of education
that solves educational tasks under the guidance and
guidance of a teacher. Independent work is the
organization and implementation of specific activities
of students in connection with the set goal. A student's
independent work is his activity based on a high level
of activity, creativity, independent analysis, initiative,
and the timely and excellent completion of all tasks.
Experimental part
The department is required to pay special attention to
the following aspects when organizing independent
education for students:
-
formulation of topics for independent study in
the disciplines (modules) of chemistry and medical
biochemistry and discussion at the department
meeting (methodological association);
-
Accurately and clearly reflect in the curricula
topics for independent study in the disciplines
(modules) of chemistry and medical biochemistry;
-
determining the amount of learning units
(credits) allocated for independent study in the
subjects (modules) of chemistry and medical
biochemistry, which are intended to be completed
independently, and approving them at the department
meeting;
-
determining the types and forms of
independent work in the disciplines (modules) of
chemistry and medical biochemistry and reflecting
them in the science program (Syllabus);
-
determining
the
points
allocated
for
independent work within a 5-point scale (100-point
system), distributing points by type of work;
-
discussing the implementation of independent
work assignments in the disciplines (modules) of
chemistry and medical biochemistry at department
meetings and timely eliminating any shortcomings.
Independent study hours allocated in the CURRICULUM for the 2024-2025 academic year of the Department
of Biochemistry
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№
Subject name
Faculty
Course
Independent
study
1.
Biokimyo
Biochemistry
Treatment work-60910200
2
120
Dentistry (by direction)-60910100
2
60
Pediatrics work-60910300
2
120
Higher nursing work-60911200
1
30
Medical biological work-60910600
2
90
Medical preventive work-60910400
2
120
Folk medicine-60911100
2
30
2.
Medical
biochemistry
Medical biological work-60910600
4
90
3.
Biological
chemistry
Pharmacy (by type)
3
90
When organizing independent learning of students,
professors and teachers must fulfill the following tasks
and responsibilities:
- clearly reflect the topics for independent study and
independent work assignments in accordance with the
credits (hours) provided for in the curriculum of the
department in the subject (module) program
(Syllabus);
- ensure that independent work and assignments
require
mental
activity
(analysis,
synthesis,
comparison, comparison, generalization);
- indicate methodological guidelines for mastering the
topics recommended for independent study and
completing independent work assignments in the
subject (Syllabus), assessment criteria and deadlines,
and consultation hours for consultation;
- organize the cooperative activities of students in
small groups in the subject (module) and conduct
surveys on the results of teamwork. This aspect should
be taken into account when assessing the results of
students' collaborative work;
- when compiling intermediate and final control
questions, also consider the topics recommended for
independent learning;
- monitor, check and evaluate the implementation of
independent work assignments through an electronic
system (platform), and deliver the results to students
in a timely manner. Conduct a presentation of
independent work completed in small groups, clarify
the achievements and shortcomings of students and
announce their results, adhering to the principle of
congruence (“here and now”);
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- monitor the fact that the professor-teacher provides
advice and practical recommendations on independent
work based on the student's application during the
contact time specified in the subject program
(Syllabus);
- prepare additional educational materials for students'
independent learning, topics for independent work
and assignments on their content, and provide
students with appropriate instructions for their
implementation.
When performing independent study and independent
work assignments, students must fulfill the following
tasks and obligations:
- fully master the topics recommended for
independent study and study in subjects (modules)
and submit independent work assignments in a high-
quality manner within the established deadlines;
- do not allow plagiarism when performing
independent work assignments;
- have a creative approach to performing independent
work assignments, have independent, critical and
innovative
thinking,
information-processing
competence, and strive for self-development;
- act in accordance with the common goal of the team
when performing independent work assignments in
small groups, complete the tasks assigned to them on
time, and develop the competence to work in a team.
In case of objections to the grade (scores) assigned to
the independent work, the student may apply to the
dean's office (registrar's office) via the electronic
platform within 24 (twenty-four) hours (1 day) after the
expiration of the specified period.
The forms and types of independent education are as
follows:
Students' independent education should be organized
in the following types:
- preparation for classroom lessons;
- completion of independent work assignments
outside of the classroom;
- independent study of topics on the subject (module)
in Information Resource Centers, houses (student
residences).
Preparation for audience training is carried out in the
following forms:
- preparing for lectures, seminars and practical classes;
- preparing for seminars-conferences;
- preparing for colloquiums;
- searching for answers to problems of interest through
educational programs through frequently asked
questions (FAQ-frequently asked questions);
- participating in forums - exchanging ideas on subject
topics on telegram channels or distance learning
platforms;
- consolidating knowledge of the subject (module) by
practicing in web-quest - educational test programs;
- preparing for control work;
- preparing for a test (exam);
- preparing for the exam.
It is recommended that independent work performed
outside of class time be of the following types:
- express one's personal opinion on a current topic in
writing in critical, journalistic and other genres (for
example, essays);
- prepare lectures;
- write a term paper;
- write an outline;
- compile a glossary;
- compile an individual and collective educational
project;
- complete case assignments;
- compile thematic portfolios;
- work with information and analytical materials;
- work with sources;
- compile infographics;
- create graphic and illustrative models (mind maps,
frames, logical graphs, etc.);
- create multimedia presentations;
- prepare methodological developments for lessons;
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- prepare developments for extracurricular activities;
Depending on the nature of the educational area
(specialty), other types of independent work can be
used.
When
organizing
independent
work,
it
is
recommended to use information technologies for
the following purposes:
1. Searching for information on the Internet - using a
web browser, a database, information search,
information and reference systems, automated library
systems, electronic journals.
Independent work on searching for and processing
information includes: writing reviews of sites related to
the topic; analyzing and evaluating existing abstracts
on the Internet on a specific topic; writing your own
version of the lecture plan or a specific part of it;
compiling a list of used literature; preparing a video
from practical exercises; preparing a lecture on the
topic; conducting a discussion on the topic; working on
a web quest prepared by a professor or found on the
Internet.
2. Conducting dialogue on the network - using e-mail,
synchronous teleconferences. Conducting dialogue on
the network can be organized in the following ways:
discussing lectures that have been held or are planned
to be held; communicating with specialists or students
in a synchronous teleconference (chat).
3. Creating a thematic web page, web quests (tasks) -
using an HTML editor, web browser, graphic editors.
The following methods can be used to create a
thematic web page, web quests (tasks): posting
creative work done by students on the site; publishing
a list of literature on the topic; creating thematic web
pages for individual and small group work; creating
web quests for working on the topic and posting them
on the course site.
The general criteria for evaluating students'
independent work are as follows:
- The criteria for assessing students' independent
learning are developed by the department taking into
account the nature of the subjects (modules),
discussed at the department meeting and approved by
the Scientific Council of the institute.
- The criteria for assessing independent work
assignments for each subject (module) are provided to
students at the beginning of the semester.
- Assessment of students' independent work
assignments for the subject (module) is carried out in
accordance with the given deadline.
- The score assigned to independent work should not
be less than 20 (twenty) percent of the total score.
- The results of independent learning of the student (s)
in the subject (module) are recorded in integers in the
relevant teacher's journal Hemis electronic platform.
- The progress of students in independent work in the
subjects is regularly discussed in student groups, at
department meetings, and at least twice each
academic year at the Scientific Council of the institute.
The final part consists of:
This instruction will be put into practice after it is
approved and signed by the Institute Council.
Some amendments and changes may be made to the
instruction.
In the context of the credit education system,
independent work of students with a teacher (IWST)
involves paying more attention to the role and
effectiveness of individual work, which helps to
increase the creative potential of students, stimulate
their learning of new knowledge, and develop critical
thinking. With this form of classroom teaching,
students are randomly divided into mini-groups, so
that students do not feel the imposition of someone
else's will, while being distributed at the discretion of
the teacher. Then, each team receives its own mini-
clinical task and enters into its solution with the team,
while solving it, it is necessary to pay attention to the
thinking of all participants in the mini-group.
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The teacher's task is to encourage and guide the search
for ways to solve problems. When working with a mini-
group, the initial level of knowledge, students' thinking
style and perception of the material are taken into
account. The need to introduce IWST lessons as an
active form of education is associated with the
importance of developing students' teamwork skills,
independent analysis, competent use of information,
and timely adaptation to rapidly changing conditions
and requirements of society. Students acquire these
qualities through the use of active forms of education,
working in pairs, groups, and studying in conditions of
solving clinical situations. In this case, more attention
is paid to independent work. IWST lessons are
conducted according to the developed TBL (task-
based learning) methodology, where the formation of
small groups, the application of scientific content to
solve clinical problems using the teacher's feedback as
a subject specialist are used. This method provides
training in interpersonal communication skills and
communication with colleagues. During such lessons,
students' work consists of the following components:
individual work, discussion in small groups and
discussion with the entire audience.
Since classes in this area are aimed at high student
activity, creative revision of the information received,
the main attention when conducting TBL is paid to
assessing the level of student preparation and group
activity.
Another advantage of this method of organizing IWST
is that students with high academic results do not take
on all the work, experience discomfort, and the low
performance of other students does not affect the
grades of excellent students. The process holds each
team member accountable for his or her personal
contribution to the success of the team. The better the
joint work of the group, the higher the team and
individual results, and the final grade of the student
depends on both his or her personal efforts and the
effectiveness of the entire group.
Therefore, independent work (IT) of students with
specific topics is also provided for individual
preparation of clinical problems and their solution.
This form arouses great interest in studying the
subject, as it provides freedom in searching for sources
of information. In addition, it is a good form of
consolidating and assimilating the material. The
proposed topics for independent work allow you to
choose a topic that interests you and approach your
work creatively.
In recent years, the share of independent work of
students (ITS) in the overall structure of the
educational process has been steadily growing, which
indicates a tendency to ensure the active, objective
role of the student in the educational process. The
organization of independent work of students is one of
the
complex
technological
tasks.
The
full
methodological development and methodological
support of all types of ITS allows for the effective
management of this most important type of
educational activity. The creation of educational and
methodological manuals in the form of workbooks for
independent work with clearly structured tasks and
assignments eliminates the need for the student to
enter only the correct answer, definition, diagram,
formula, conclusion, rewrite the procedure, saves the
student's time, and also allows the teacher to control
the implementation of ITS. The competency-based
approach requires changes in the monitoring and
evaluation system for developing the curriculum.
Today, the most advanced form is the modular rating
system for assessing student knowledge.
Another form of monitoring and assessing students'
knowledge is an oral intermediate control, which
concludes the study of a particular section and allows
the teacher to individually assess the level of mastery
of the material. Thus, the teachers of the department
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have a fairly wide range of possible forms of assessing
knowledge, which provide the necessary systematicity
and depth of checking students' activities. Systematic
monitoring of students' knowledge allows you to
obtain grades of a sufficient level that allows for an
objective final assessment at the end of the year.
RESULTS
At the end of each lesson, a reflection is held, during
which each person answers questions about how well
he prepared for the lesson, whether it was difficult to
cope with the proposed situation or task, and
evaluates the practical significance of the knowledge
gained. Thus, the most important thing that needs to
be understood from the lesson is consolidated. At the
same time, students always have the opportunity to
familiarize themselves with the current rating at any
stage of the subject and thereby track the dynamics of
their success.
For students who have problems with academic
activities due to insufficient understanding of the
topics, consultations are provided outside of class,
during which teachers answer students' questions
about preparing for the lesson.
In recent years, the share of independent work of
students (ITS) in the overall structure of the
educational process has been steadily growing, which
indicates a tendency to ensure an active, objective role
of the student in the educational process. The
organization of independent work of students is one of
the
complex
technological
tasks.
The
full
methodological development and methodological
support of all types of ITS allows for the effective
management of this most important type of
educational activity. The creation of educational and
methodological manuals in the form of workbooks for
independent work with clearly structured tasks and
assignments, allows the student to enter only the
correct
answer, definition,
diagram,
formula,
conclusion, eliminates the procedure for rewriting,
saves the student's time, and also allows the teacher
to control the implementation of ITS. A competency-
based approach to the development of the curriculum
requires changes in the monitoring and evaluation
system. Today, the most advanced form is the modular
rating system for assessing student knowledge.
The inclusion of assessment for the implementation of
tasks on ITS in the continuous monitoring of
knowledge acquisition is due to the focus of modern
education on the active independent activity of
students. The technological organization of this type of
educational activity is associated with certain
difficulties. Full methodological provision with step-by-
step instructions for the acquisition of knowledge, as
well as regular assessment and scoring of tasks on ITS,
increases the manageability and, therefore, the
effectiveness of this type of educational activity. The
training manuals for ITS developed by the department
(Vice-Rector for Academic Affairs of the Bukhara State
Medical Institute) include both tasks aimed at
memorization - recording the main theoretical
principles, definitions, terms, and more creative tasks -
solving problems, drawing up diagrams, tables, logical
structures.
CONCLUSION
Thus, the use of the considered forms of organizing the
educational process in the subject of "biochemistry"
among students encourages students to devote more
time to independent work with information sources,
directs them to independently search for and solve
assigned problems, which, of course, arouses
additional interest in the issue being studied. The work
introduced
in
mini-groups
allows
for
the
implementation of a moment of mutual learning
between students with different levels of knowledge.
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