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MODEL FOR THE DEVELOPMENT OF SYSTEMATIC THINKING OF
BIOLOGY STUDENTS
D.I.Mustаfаqulоvа
Independent researcher of Jizzakh State Pedagogical University
e-mail: mustаfаqulоvаdi@gmail.com
https://doi.org/10.5281/zenodo.15746675
Аннотация:
В статье представлены результаты исследования модели
развития системного мышления студентов биологического направления.
Ключевые слова:
системное мышление, развитие системного
мышления, модель, моделирование, рефлексивная, информационно-
коммуникативная деятельность, познавательная деятельность.
Annotatsiya
: Maqolada biоlоgiyа yо‘nаlishi tаlаbаlаrini tizimli tаfаkkurini
rivojlаntirish modeli
bo‘yicha tadqiqot natijalari keltirilgan.
Kalit so‘zlar:
tizimli tаfаkkur, tizimli tаfаkkurnini rivojlаntirish, model,
modellashtirish, refleksiv, аxbоrоt-kоmmunikаtiv fаоliyаt, аnglаsh fаоliyаti.
Abstrakt
: The article presents the results of a study on the model for the
development of systemic thinking of biology students.
Key words
: systemic thinking, development of systemic thinking, model,
modeling, reflexive, information-communicative activity, cognitive activity.
Intro.
In our republic, special attention is paid to improving the
methodological support of the educational process through the introduction of
advanced educational technologies and information and communication tools in
the training of future teachers.
Biology plays a special role in this process. Because biology - as a science
that studies complex systems, multi-stage biological processes, and their
interrelationships - requires students not only to memorize facts, but also to be
able to systematically analyze, identify cause-and-effect relationships, and find
solutions to multifactorial problems.
It is necessary to develop a model for the development of systemic thinking
of future biology teachers, to improve the methodological conditions and
didactic algorithm for its implementation [1].
We will use the information provided by a number of pedagogical scientists
for the concept of a model: A model is understood as a system that reflects or
processes the research object and implements its study, providing us with new
information about the object through a mental representation or information.
The specifics of the model and modeling as a research method were
investigated in the works of C.I. Arkhangelsky, V.P. Bespalko, K.Ya. Vazina, V.V.
Davydov, V.V. Kraevsky, C.M. Markova, and others within the framework of the
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activity approach in the works of V.V. Davydov, I.Ya. Lerner, and within the
framework of the theory of professional and personal formation of a specialist -
in the works of Yu.N. Petrov. A model, in a broad sense, is a similar object,
process, or phenomenon (the "original" of this model), used as its "deputy,"
"representative." A didactic model is a system of signs that recreates the didactic
process, revealing the integrity of its structure and activity. Modeling, as a
method of studying objects based on their models, allows for the transformation
of complex, simple, invisible, and imperceptible into visible and perceptible,
unfamiliar, and recognizable. According to L.G. Shedrovsky, to build new models
of pedagogical activity, it is necessary to know the type and nature of the
necessary product, the type and nature of the initial material, the tools and
means necessary for transformation, the nature of the actions that need to be
performed separately, and the improvement of their order [7].
Modeling is a theoretical and cognitive process based on abstract thinking.
The subject of pedagogical research is the use of various models in
pedagogical science based on the specific characteristics of the pedagogical
process.
The need for a model arises only when the inability to analyze and study the
object alone, albeit more difficult, requires a long time. Modeling is a
comprehensive understanding of reality based on the interpretation and
reproduction of the phenomenon, process, and object being studied. There
should be a similarity between the model and the system being studied.
Modeling is a general scientific method and is widely used in pedagogical
research. The application of the modeling method in our research work is as
diverse and unique as the pedagogical process.
Modeling is carried out in several stages. These include:
- updating the accumulated knowledge about the object of research;
- selection of existing models that best reflect the main essence of the object
under study.
If such an object is difficult to isolate, then new modern models are created.
In the next stage, this model is studied, culminating in the acquisition of new
knowledge that illuminates the object under study. In many studies, it is noted
that all models have the following clear common features: a systematic and
structural approach to the modeled object; describing a genealogy
corresponding to the object under study; is evaluated by the presence of a set of
levels convenient for conducting research.
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Since a specific modeling object is always analyzed, it possesses individual
characteristics that distinguish it from other objects and reflect the model.
In any model, there are elements of creativity, heuristics, and even fantasy.
Models should have the following characteristics: ease of use, simplicity,
clarity of presentation, coverage of the most important characteristics with
expressiveness. Pedagogical models allow for the maximum coverage of didactic
objects and describe the conditions, content, methods, and forms of teaching.
The content of the most general description of the model is revealed as follows:
"An artificially created object in the form of a context, physical constructions,
symbolic shapes, or formulas, is similar to the object (or phenomenon) under
study, and the interrelationships and relationships between the elements of this
object form the content".
Two classes of models can be distinguished:
1) material (objective, real), which, in turn, is divided into static (non-
motile) and dynamic (moving);
2) obrazli yoki tasviriy, belgili (ramziy) va fikriy (aqliy, xayoliy) qismga
bo‘lingan ideal.
All the above-mentioned models have the property of visualization both for
their creators and for those who understand them. Material models possess the
property of visualization because they represent objectively existing and
perceived objects through sensations. Ideal models are also perceived through
sensations, and this perception evokes figurative representations of the modeled
objects. The educational standard in biology provides guidance to the teacher in
organizing the educational process, where an important role is assigned to the
student's independent activity. Directing the organization of students'
independent cognitive activity is the key to the success of all students in biology.
As a result of mastering the content of biological education, students gain the
opportunity to expand their learning skills, abilities, and methods of activity.
A priority issue in teaching the biology course in higher education is the
formation and improvement of the following activity methodology:
1) cognitive activity, which requires the use of observation, understanding
of the surrounding world, measurement of experience;
mastering the skill of distinguishing between facts, hypotheses, cause and
effect, arguments, etc.;
- mastering the skills of experimental testing of the proposed hypothesis;
- identification of characteristic aspects of cause-and-effect relationships;
- creative solution of educational and practical tasks (problems).
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2) Information and communication activities:
- development of the ability to understand the point of view of the
interlocutor, recognition of the right to different thinking;
- mastering and using the skills of obtaining information from various
sources;
- the ability to distinguish primary information from secondary
information, to critically assess the accuracy of the received information;
- possession of the skill of broad justification of the decision, the ability to
describe, the ability to present arguments;
- the use of multimedia resources and computer technologies in the
systematization of information, processing and transmission of the presentation
of the results of understanding and practical activities;
- Being aware of the basics of public speaking, expressing opinions,
monologues, discussions, and debates.
3) awareness of reflexive activity:
- mastering the skills of monitoring and evaluating one's own activities, the
ability to foresee the results of one's actions;
- objectively assess their achievements in the field of education;
- taking into account the opinions of teachers, peers, parents, and others
when assessing one's area of study;
- determining the personal attitude towards the events of modern life.
Being aware of such types of activities, future teachers, as an important
element of biological education, demonstrate an important element of culture,
illuminating the diversity of the living world, as well as the literacy of the
individual.
It is also a necessary condition for the socialization, professionalization, and
development of students. In the development of systemic thinking of future
biology teachers, we used the following educational principles. We included the
following in this group of principles:
1) The principle of activity - in this case, the student does not receive
knowledge in a ready-made form, but additionally learns it themselves. In this
case, he manages his actions, understanding their content and form, actively
improves them, and determines the logical sequence of his thoughts. This
indicates the development of his systemic thinking skills, as well as the
successful formation of his general cultural, activity abilities, and general
educational skills;
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2) The principle of continuity - means the continuity of all stages of
education at the technological level, that is, it takes into account the
psychological and age characteristics of students, the content, methods, and
technologies of education;
3) The principle of integrity implies the formation of a generalized systemic
understanding by students of the world, i.e., nature, society, about themselves,
about the place and role of biology in the system of sciences;
4) The principle of psychological comfort is designed to eliminate all
stressful factors in the educational process, which is aimed at creating warm
relationships not only in the educational process, but also in higher education, in
groups, during lessons, introducing the ideas of pedagogical cooperation,
developing dialogic forms of communication;
5) The principle of variability implies the formation in students of the
ability to systematically select options and make objective decisions;
6) The principle of creativity is designed to maximally direct the
educational process towards creativity and the assimilation by students of the
experience of their own creative activity;
7) The principle of determinism - biological phenomena, relationships, and
connections are diverse. They can be important and unimportant, causal and
causeless, accidental and necessary. In the process of making assumptions, they
should know how to identify the main, important, and significant ones while
avoiding secondary connections.
8) The principle of systematicity - pedagogical technology is distinguished
by the fact that it covers all elements of the educational process. This is the
essence of the principle of systematicity. All elements of the educational process
are designed as a single system based on the condition of their interdependence.
In this case, the structure, organization, and activity of all elements of the
educational process motivate students to study.
For the formation of system analysis skills, the identification of one's own
personal orientation, and the ability for critical thinking in future teachers,
various types of interactive methods of activity are widely used in the lesson
process, such as research, design, game, problem-research, the method of
collective problem solving, and controlled invention. In this case, knowledge is
memorized not by memorizing it, but by repeatedly recalling it and using it
when solving problematic problems. In this regard, independent work plays an
important role and is a condition for the formation of systemic thinking.
Independent work contributes to a better understanding of the theoretical
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source, improves acquired competencies, and allows for the timely identification
and elimination of shortcomings in knowledge and skills.
Teaching students systemic thinking involves complex and multifaceted
educational activities. For the effective organization of this process, a number of
main directions will be identified. Each direction serves to deepen the student's
cognitive activity, the formation of analytical and logical thinking skills.
Analysis of the literature
shows that the most popular aspect in the
scientific literature is the division of models into three types:
- physical (with a similar nature to the original);
- material and mathematical (their physical nature differs from reality, but
their behavior can be described mathematically);
- logical-semiotic, they are constructed based on special symbols and
structural diagrams. According to the studied sources, it can be said that there
are no strict boundaries between the types of models mentioned above.
Pedagogical models belong to the second and third groups of the indicated
manifestations.
Conclusions and proposals.
The use of modeling in pedagogy allows for
the study of objective laws and relationships between pedagogical phenomena
and factors in the process of training specialists at various levels. The conducted
analysis allows us to note the presence of serious contradictions in the modern
education system between:
• the need for the widespread introduction of a competency-based
approach into the practice of higher education and the lack of an adequate
pedagogical model for the development of a student's general cultural
competence;
• Insufficient reliance on the potential of the higher education environment
and the integrative conditions and resources of the university's innovative
educational environment in the process of professional training in the
development of systemic thinking of future biology teachers.
The implementation of the theoretical model developed by us for the
development of systemic thinking of future biology teachers can be represented
by a didactic model, since we believe that the process of creating any concept is
inseparable from the process of implementing it.
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