CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
13
VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-04
Page: - 13-17
RESEARCH ARTICLE
Digitalization of Project Lessons in Teaching "Natural
Sciences" In General Secondary Schools
D.A.Norbo‘tayeva
Senior Researcher, Project Executor, National Institute of Educational Pedagogy named after Qori Niyazi, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
12 January 2025
INTRODUCTION
The idea of digitizing project lessons in teaching "Natural
Sciences" in general secondary schools allows for the
effective organization of the educational process and
expanding the use of modern technologies. To implement
this approach, the following main aspects can be
considered:
The essence of digitizing project lessons - Students have
the opportunity to actively participate in projects and
independently develop their knowledge and skills. By
organizing project lessons on platforms such as Moodle,
Google Classroom, Edmodo, students can work with
educational materials remotely. Using animations, 3D
models, video lessons and virtual laboratories in the study
of natural sciences.
2. Advantages of digitization - Students use rich resources
in science. The ability to choose tasks and projects that suit
the abilities of each student. The ability to connect theory
with practice through virtual experiments. The use of
modern software tools in project lessons encourages
students to take new approaches.
3. Stages of digitizing project lessons - The teacher selects
resources appropriate to the topic and project goals.
Software or online platforms that are appropriate to the
subject content are selected. Textbooks, laboratory work,
tests, and other educational materials are digitized.
Platform integration is carried out to monitor and evaluate
the project process. Continuous exchange of ideas between
students and teachers.
Biology: Studying the structure of cells with a virtual
microscope.
Chemistry: Carrying out reactions and experiments in
virtual laboratories.
Physics: Explaining the laws of force and motion through
simulations.
Digitization of project lessons in teaching natural sciences
is of great importance in modernizing the educational
process. This not only deepens students' knowledge, but
also teaches them to adapt to new technologies. In this
direction, it is necessary to provide comprehensive
methodological and technical support.
As we noted above, the initial concepts of nature are
ABSTRACT
Compared to traditional activities at school, the project method allows students to increase their motivation to learn. Direc tly
from this, various educational tools are important in organizing cognitive activity in the process. In particular, these include the
use of modern computer technologies (computer telecommunications, electronic databases, virtual libraries, video, multimedia
and pedagogical software) and traditional educational tools (encyclopedias, manuals, mass media).
Keywords:
Natural sciences, modern approach, biological concepts, educational process, digital education, project method, design, independent work skills,
creativity.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
14
currently being taught to students through the “Natural
Sciences” textbook for primary grades. This subject is
considered an integrative subject. In it, the skills of
understanding nature are explained in the context of the
interconnectedness of biology, physics, geography and
chemistry, while highlighting the content of the topics. At
the same time, astronomical concepts are also reflected in
the content of the textbook.
The beginning of the initial biological concepts is
continued in the 5th grade of general secondary education
through the textbook “Introduction to Biology”.
Considering that the orientation to project work began in
the primary grades, it is advisable to involve 5th grade
students in project work as well. In this case, the project
topics recommended for children should be simple and
understandable.
The project method cannot be implemented in one lesson.
For this, the teacher must plan a specific topic in advance.
The content of the topics selected for research should be
sorted and presented clearly, within the scope of a subject
section, one topic of the course, between quarters (between
quarters), between different subjects (interdisciplinary). Of
course, appropriate time is spent on completing the
research work. For example, a project on the topic “Let's
save butterflies” is selected to study the butterflies living
around us.
5 students are combined into a team. Each is clearly
assigned tasks. The specified period is determined by the
time interval for observing the lifestyle of butterflies and
their reproduction and development. This period is
determined by the teacher, taking into account the student's
ability to collect scientific data as a result of his research.
During the period, the student group will first scientifically
analyze the butterfly section, and learn how many species
of butterflies exist in the environment in which they live.
After that, experimental work begins according to the plan.
In this case, using the necessary learning tools, observation
of the behavior of butterflies in the outdoor environment
begins in the vicinity of the house, school garden,
neighborhood or neighboring neighborhood. For the
sample, butterflies are caught using special catching
devices, photographed and released into nature without
harming them. All work is carried out according to a pre-
prepared plan.
It takes a lot of time to complete the project, therefore, first
of all, the topic being studied is developed, and then a
specific lesson is developed. Structuring is carried out in
accordance with the logic of students' cognitive activity on
a specific topic, program issues, and time is set for working
on the project in each lesson.
The main stages of working with the project.
1) The teacher plans the project within the program.
2) The teacher puts forward the idea in the lesson.
3) Discussing the idea with the student, putting forward
their own ideas.
4) Formation of microgroups.
5) Distribution of tasks to microgroups.
6) Practical activities of students within the project.
7) Intermediate verification of work results.
8) Discussion of project design methods.
9) Multimedia presentation of results.
10) The result of work on the project, discussion of results,
evaluation, plan for the future project.
The implementation of the project will be more effective if
the project team uses not only traditional, but also other
sources of information, for example, pedagogical software,
training and the Internet. Preparation for the presentation is
carried out online using a presentation program. At the
same time, students search, search and save information,
select photos, drawings, diagrams and animations. This
stage of work is interesting because they learn to analyze
information, select information relevant to the topic,
conduct research and compile material. The teacher
monitors and controls each stage of the students' work on
the project, gives advice.
The design method is an activity of the teacher to build a
model of the future activity, to select methods and means
within the established time frame in the existing
conditions, to determine the stages of achieving the goal,
to correctly set the goal, to formulate specific tasks on their
basis, to determine the method, methods and means of
conveying educational information to the student. The
organization of biology education based on the project
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
15
method allows for integrated teaching, which involves the
practical application, analysis and evaluation of knowledge
and skills of the student [76].
In comparison with the use of other teaching methods, the
project method actively involves students in the process of
mastering a new topic, in its high-level planning,
organization, analysis of existing results and self-
assessment during the implementation of the task assigned
to the lesson. The educational project method teaches
students to easily understand the topic by providing the
opportunity to solve specific tasks in the lesson. The
project method can be interdisciplinary, within one subject
or within a subject.
Designing is carried out in two ways - on an individual and
group basis. Both directions have their own positive and
advantageous features. The use of design methodology in
biology lessons increases the quality and efficiency of
education
in
the
educational
process,
directs
schoolchildren to work independently for a specific goal
when working on a project based on a specific plan.
Ultimately, in the process of carrying out research work
carried out by students in biology lessons within the
framework of a specific project, the following features are
formed:
Currently, the introduction of such technologies and
methods in the education system not only helps students to
easily master the subject, but also serves to organize an
individual approach to students by teachers. Now, new
educational standards and textbooks, in accordance with
the content of textbooks, pay more attention to the
development of teaching skills for students to work on
themselves, independently prepare practical exercises in
the classroom and in extracurricular activities. In this
sense, in biology lessons, students are guided in the form
of small research studies to choose a topic of interest to
them and study problems directly related to it. Small
research studies of this form directly allow the student to
master modern methods of searching, processing and using
information, to master some methods of scientific research,
to determine his research position, to continue the small
research he is conducting, and over time to bring his
research skills to the level of competence [72, 76].
The organization of project lessons in teaching "Natural
Sciences" in general secondary schools is an innovative
approach to the educational process. This method helps to
provide students with deeper knowledge in teaching,
develop their practical skills, and increase their ability to
think independently and work in a team.
What are project lessons and their importance?
Project lessons are activities aimed at achieving a specific
result by students within a specific topic. This method has
several advantages in teaching natural sciences:
Teaching through experience: Students apply theoretical
knowledge in practice in mastering natural sciences.
Research skills: Students develop the skills of observation,
conducting experiments, analyzing results, and drawing
conclusions.
Creative approach: Projects stimulate creativity and allow
you to try out new ideas.
Project lessons are carried out in several stages:
Choosing a project topic and setting a goal: The project
topic should be consistent with the curriculum and arouse
the interest of students. Example: "The impact of
atmospheric pollution on plant life."
1. Planning: Specific tasks are set for each stage. Students
are provided with the necessary materials and tools.
2. Research process: Students conduct experiments or
studies, collect data. For example, analyzing different
qualities of water is associated with laboratory work.
3. Analysis and presentation of results: Students analyze
the collected data and draw conclusions. The results are
presented in the form of slides, posts or reports.
4. Evaluation: The teacher evaluates the final result of the
project, the participation of the team and the approach to
solving problems.
Examples of project lessons in natural sciences
Chemistry: "Creating safe cleaning products at home."
Biology: "Creating a catalog of plants suitable for arid
regions of Uzbekistan."
Physics: "Creating a small device project for collecting
solar energy."
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
16
Recommendations for teachers
Support and guidance: Providing students with the
necessary information and directions during the project.
Innovative approach: Using interactive technologies
(virtual laboratories, online platforms).
Development of social skills: Developing students'
communication and cooperation skills through teamwork.
Project evaluation criteria
- Relevance to the project topic.
- Clarity and reliability of the experimental results.
- High quality of presentation.
- Team participation and creativity.
Project lessons in general secondary schools play an
important role in making the educational process
interactive and interesting in teaching natural sciences.
This method develops students' independent and creative
thinking, builds practical skills, and increases their interest
in science.
The concept of understanding that the implementation of
the project directly depends on one's own activities arises,
which creates a high sense of responsibility in the student;
In the process of implementing all stages of the design
method, students gain experience from the birth of an idea
to the final reflection;
It becomes a fully controlled process in developing the
most important knowledge and skills in students (research,
evaluation, independent thinking, independent decision-
making, presentation).
After all, junior researchers in secondary schools, when
they go to vocational colleges, academic lyceums, and
higher education institutions tomorrow, must first of all
turn their research skills into competence, and in order to
develop it, the main foundation must be laid for students to
acquire comprehensive knowledge and skills in the
classroom, in extracurricular and extracurricular activities.
In such conditions, the orientation to science not only
interests students in participating in Olympiads, various
stage-by-stage competitions, competitions, but also
teaches them to use their free time productively.
Another stage in the development of research competence
of senior students is to teach students to write a research
paper, first of all, to explain and implement the art of
writing small scientific articles based on the results of their
scientific work. Such a methodology for involving students
in research activities allows them to develop the skills of
research work, to teach them to present their work, and
ultimately to develop the skills of self-management, to
teach them to realistically demonstrate their knowledge
and skills based on their presentation.
Based on the formation and development of students'
research competencies in biology, a didactic system is
developed within the framework of the implementation of
research results and scientific research work.
That is, an opportunity is created for students to carry out
research work in existing forms of education in general
secondary schools. In this case, the demonstration of their
achievements and results in various competitions, their
presentation as an example, and frequent recognition by
school administration and teachers also play a great role in
further developing students' interest in research work.
The project method is an educational approach aimed at
students' acquisition of knowledge through research,
analysis and practical work under the guidance of a teacher
to solve a specific problem or task. This method is aimed
at developing students' creative, analytical and practical
skills, forming their independent thinking and self-
development abilities.
Basic principles of the design method. The project is based
on a real problem or an interesting question. For example,
"What can be done to develop renewable energy sources?"
Students look for ways to solve the task using scientific and
practical methods. Students independently actively
participate in the process of collecting information,
analyzing it and creating a project. Teamwork is carried
out, the role and contribution of each participant is
determined. The results of the project are presented to the
public, discussed and evaluated.
Stages of the design method. A relevant topic is selected
for the project.
Example: "Effective methods for reducing atmospheric
pollution." Tasks are determined for each stage. Resources
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
17
and tools are selected. Students collect the necessary data,
conduct experiments or develop models. For example,
students study chemical reactions through simulations. The
data is analyzed, conclusions are drawn. The results of the
project are presented and evaluated by the teacher and
students.
Advantages of the design method. Students have the
opportunity to apply their knowledge in practice.
Encourages the development of new ideas. Through
teamwork, communication and teamwork skills are
developed. Students acquire knowledge not only by
memorizing, but also by solving problems.
Examples of the design method in natural sciences
1. Biology: Topic: "The ecological role of local plant
species." Task: Observe plants, take photos and prepare a
report.
2. Chemistry: Topic: "Prepare environmentally friendly
cleaning products at home." Task: Study the reaction of
various chemicals and create a new product.
3. Physics: Topic: "Determine the efficiency of solar cells."
Task: Assemble devices, analyze their efficiency.
4. Geography: Topic: "Distribution of water resources in
Uzbekistan and their effective use." Task: Create maps and
identify problems.
Evaluation criteria: The relevance of the project to the topic
and the degree of achievement of the goal. The use of
innovative approaches in the work process. The
demonstration of students' knowledge and skills. The
quality and logical consistency of the presentation. The
project method allows students to engage in practical
activities, not limited to obtaining theoretical knowledge.
This method not only makes the educational process
interesting and effective, but also forms students'
independent problem-solving skills and prepares them for
life.
REFERENCES
1.
Shernazarov, I., Karakhanova, L., Tilyabov, M.,
Elmuratova, D., & Saidkhanova, N. (2023).
METHODOLOGY OF USING INTERNATIONAL
ASSESSMENT PROGRAMS IN DEVELOPING
THE SCIENTIFIC LITERACY OF FUTURE
TEACHERS. SPAST Abstracts, 2(02).
2.
Karakhanova, L., Makhmudova, D., Shernazarov, I.,
&
Khujanov,
E.
(2024).
Biotechnology
Breakthroughs: Shaping the Future of Health,
Agriculture, and Industry. In BIO Web of Conferences
(Vol. 141, p. 04003). EDP Sciences.
3.
Musaxonovna, Q. L., & Mashxura, N. (2024).
UNIQUE
OPPORTUNITIES
OF
USING
ELECTRONIC EDUCATIONAL RESOURCES IN
BIOLOGY
LESSONS.
European
International
Journal of Pedagogics, 4(01), 97-101.
4.
Eshtemirovich
X.
U.,
Musaxonovna
Q.
L.
THEORETICAL
AND
METHODOLOGICAL
ISSUES OF USING SOCIAL ECOLOGY IN
EDUCATING NATURE CONSERVATION SKILLS
IN
STUDENTS
AND
YOUTHS
//European
International Journal of Pedagogics. – 2024. – Т. 4. –
№. 08. – С. 26-31.
