Volume 05 Issue 12-2024
92
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
92-95
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This article provides information on developing students' creative activity and forming their skills in expressing
independent thoughts during the process of improving the methods of problem-based teaching of topics from the
"Ecosystem" section of biology.
KEYWORDS
Ecosystem, producers, consumers, food chain, creative thinking, creative activity, problem-based methods, creativity,
intellectual development.
INTRODUCTION
Today, an education system aimed at integrating into
the new global information and educational
environment is being established in our country. This is
accompanied by significant changes in organizing the
educational process to meet modern technical
capabilities. The introduction of modern information
technologies in education enables the qualitative
optimization and transformation of teaching methods
and approaches. One of the main goals of ongoing
reforms to modernize the education system in our
country is to develop students' creative thinking
activity, enhance their information literacy, and
expand their opportunities to use modern electronic
educational tools. Achieving this goal involves practical
solutions such as teaching students with modern
knowledge, fostering independent learning skills,
Research Article
DEVELOPING STUDENTS' CREATIVE ACTIVITY IN THE PROCESS OF
IMPROVING THE PROBLEM-BASED TEACHING METHODOLOGY FOR
TOPICS FROM THE "ECOSYSTEM" SECTION OF BIOLOGY
Submission Date:
December 09, 2024,
Accepted Date:
December 14, 2024,
Published Date:
December 19, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-12-19
Ravshanova Umida Baxriddinovna
Teacher at the Department of Primary Education Pedagogy at Tashkent State Pedagogical University named
after Nizami, 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
93
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
92-95
OCLC
–
1242041055
Publisher:
Master Journals
encouraging the creative application of acquired
knowledge, and ensuring its regular use in educational
processes.
In the 21st century, education is recognized worldwide
as a key factor ensuring sustainable development.
UNESCO's International Education Concept for 2030
highlights the urgent task of "providing opportunities
for lifelong quality education." In particular, improving
problem-based teaching technologies for the
"Ecosystem" section of biology plays a crucial role in
training secondary school students in creative thinking
and logical reasoning. For example, experiences from
countries such as Russia, Finland, the United States,
South Korea, and Germany demonstrate systematic
work on introducing interactive methods and
innovative
technologies,
selecting
appropriate
problem-based questions and tasks, and developing
educational resources for virtual laboratory work to
enhance the methodological support for teaching the
"Ecosystem" section of biology.
Globally, the focus on problem-based teaching of the
"Ecosystem" section of biology primarily emphasizes
the use of modern teaching methods and innovative
technologies to improve the learning process and
develop logical thinking and reasoning skills. Many
studies explore these aspects. Enhancing problem-
based teaching methods and technologies by
employing a competency-based approach, interactive
methods, and innovative technologies specific to the
"Ecosystem" section, as well as developing
methodological and didactic support for logical
thinking and reasoning, receives significant attention.
In our country’s general secondary schools, creating
problem-based
scenarios
while
teaching
the
"Ecosystem" section of biology, utilizing modern
teaching technologies and methods effectively, and
applying foreign experiences to build problem-solving
competencies have become priorities in recent years.
The resolution on "Measures to Improve the Quality of
Education in Biology and Develop Scientific Research"
designates improving teaching quality as a priority
task. Consequently, the pedagogical and didactic
possibilities for conducting research aimed at
enhancing modern teaching technologies based on
problem-
based methods to develop students’ creative
activity are expanding.
To fully understand the general essence of developing
creative qualities in individuals, it is essential to first
comprehend the meaning of the term "creativity."
According to Ken Robinson, creativity is "a collection
of original ideas that have value" (Azzam, 2009).
Gardner describes it as "practical actions undertaken
by an individual that reflect novelty and have practical
significance." Emebayl (1989) defines creativity as "the
combination of profound knowledge in a specific field
with highly unconventional skills."
Studies comparing creativity with personality and
intellectual traits are of great importance. J. Guilford
conducted research on this comparison, emphasizing
that creativity is a personal characteristic related to
self-improvement
and
development.
Creativity,
derived from the Latin and English words "create" (to
create) and "creative" (creator, innovator), refers to an
individual’s ability to produce new
ideas and is an
independent component of talent. Creativity manifests
in thinking, communication, emotions, and specific
activities. To develop creativity in students, the
following should be emphasized:
1.
Encouraging
frequent
questioning
and
supporting this habit.
2.
Promoting
student
independence
and
enhancing their sense of responsibility.
3.
Creating
opportunities
for
organizing
independent activities.
4.
Paying attention to students' interests.
Factors that hinder the development of creativity
include:
1.
Avoidance of risks.
Volume 05 Issue 12-2024
94
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
92-95
OCLC
–
1242041055
Publisher:
Master Journals
2.
Allowing crudeness in thinking and actions.
3.
Underestimating imagination and creativity.
4.
Subordination to others.
5.
Focusing solely on achievements in all
situations.
For instance, in teaching the topic "The Structural
Composition of Ecosystems" from the "Ecosystem"
section of 10th-
grade biology, both the teacher’s ability
to explain the topic and the students’ creative thinking
abilities significantly enhance their knowledge, skills,
and competencies. Using modern educational
technologies and problem-based teaching methods
effectively fosters students' creative activity. Hence,
interest in applying interactive methods and modern
information technologies in education is steadily
growing. Unlike traditional education, which focuses
on acquiring ready-made knowledge, modern
technologies enable students to independently seek,
study, analyze, and draw conclusions from the
knowledge they acquire. The terms "producers,"
"consumers," and "decomposers" discussed in this
topic require creative engagement to understand fully.
Producers
(from Latin producens
–
"creator") are
autotrophic organisms that synthesize organic
compounds from inorganic substances. This group
includes
green
plants,
photosynthetic
and
chemosynthetic bacteria.
Consumers
(from Latin consume
–
"I consume") are
heterotrophic organisms that feed on ready-made
organic compounds and transfer energy along the
food chain. Consumers include all animals and parasitic
plants.
Decomposers
(from Latin reduco
–
"I return") or
destructors (from Latin destruo
–
"I destroy") are
heterotrophic organisms that break down organic
compounds into inorganic substances.
CONCLUSION
In conclusion, improving the methods of problem-
based teaching for topics from the "Ecosystem"
section of biology plays a significant role in developing
students' creative activity. The collected data ensure
the formation of competencies that help students
become independent thinkers, capable of competing
with peers from developed countries, mastering
knowledge, engaging in logical thinking, and solving
problems independently. Testing the selected
materials in pedagogical practice was the primary goal
of our research.
In conducting pedagogical trials at selected general
secondary schools, the following were examined:
1. Testing the content of the selected educational
materials for teaching the "Ecosystem" section of
biology.
2.Assessing the scientific and methodological
feasibility of using problem-based methods in teaching
the "Ecosystem" section in general secondary schools.
3.Evaluating
the
theoretical
and
practical
understanding of the selected materials by 10th-grade
students during the teaching of the "Ecosystem"
section.
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Volume 05 Issue 12-2024
95
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
12
Pages:
92-95
OCLC
–
1242041055
Publisher:
Master Journals
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