DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
51
METHODS OF DEVELOPING BIOLOGICAL KNOWLEDGE OF
BIOLOGY STUDENTS
Tursunov Mumtazjon Ghairatjon ugli
Researcher of Fergana State University
https://doi.org/10.5281/zenodo.13912226
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, Methods of developing biological
knowledge of biology students were analyzed.
Key words:
biology, technology, competence, improvement, pedagogical,
technological, model, didactic, form, method, tool, evaluation, creative thinking,
reflexivity, creativity, pedagogical experiment.
INTRODUCTION.
It is aimed at creating and forming concepts in the
minds of students, developing their thinking ability. Therefore, the teacher tries
to organize the lesson by means of mental operations such as analysis, synthesis,
and generalization. Problem-based learning, didactic games, conference classes,
which serve to increase students' activity in the lesson, are especially good for
mastering the concepts thoroughly. The issue of developing concepts is aimed
not only at the acquisition of knowledge by students, but also at the formation
and development of practical skills and abilities. Therefore, it is necessary to pay
attention to the organization of independent work of students when studying
the subject.
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.
In order to organize educational work
according to the requirements for the development of concepts, the teacher
should prepare for the lesson as follows.
1. Determining what concepts students need to develop in the subject
studied according to the program requirement;
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
52
2. To determine the degree to which the concepts required by the program
were reflected in the lessons;
3. Dividing the concepts of the newly studied topic into groups;
4. Ways to connect newly learned concepts with concepts learned in
previous lessons;
5. Choosing the form of teaching that positively affects the learning of
concepts;
6. Determining effective methods of teaching groups of new concepts;
7. Selection of lesson equipment that serves to form and strengthen
concepts;
8. Determining the activities of the teacher and students in the exercise of
learning concepts;
9.
Finding ways to influence student activity in learning concepts;
10.
Study of concepts should also include defining the use of scientific and
methodical popular literature that serves enrichment.
It is known that the educational process in schools is carried out as a
result of the joint activities of teachers and students. The chosen working
methods of teachers in teaching students are called teaching methods or
methodologies.
In the literature, the method is also interpreted as an activity to achieve a
certain goal, a practical or theoretical method of assimilation of reality. That is
probably why N.M. Verzilin and V.M. Korsunskaya define "Teaching method as
the activity of the teacher in explaining knowledge to students, and at the same
time in acquiring this knowledge by students." Such a definition of the method
shows the activities of the teacher-provider and the students who acquire
knowledge in mastering the educational material.
Any method is considered to be an activity consisting of a system of
conscious actions aimed at the realization of a certain goal that a person has set
for himself. Therefore, at the root of the application of any method, people have
some goals.
A person uses different ways and means to achieve his goal. In the process
of work, he monitors the results of the work being performed and makes the
necessary corrections to it. He corrects the mistakes made.
There are different opinions in the literature about biology teaching
methods. For example, according to Ye.P. Brunovt, he gave information about
oral, demonstrative and practical methods, including methods such as
explanation and demonstration, partial research and research. The author
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
53
shows that there are different types of oral method, such as story, story-
conversation, conversation, work on a book, and written work.
I.D. Zverev oral and practical biology teaching methods depending on the
sources of updating knowledge; it shows the teacher's explanation of new
teaching methods depending on the activity of the teacher and students.
Also, in the works of various authors about teaching methods, information
is provided about the existence of various methods that depend on the didactic
tasks of education and serve the independence and activity of students.
N.M. Verzilin and V.M. Korsunskaya write about the use of 3 different
methods in biology education. In our opinion, the instructions of these authors
about the use of oral, visual and practical methods in biology education are very
simple and correct. Because when studying the educational material, students
need to hear, listen, see it or manage the practical activities that are convenient
for them. For this reason, we currently use the above-mentioned three methods
in biology education. It is known that the oral demonstration and practical
methods used in biology education require teachers and students to be involved
in different activities in learning the lesson material.
It is one of the first methods used in teaching since ancient times. The
reason why this method is called oral is that the students learn the educational
material as a result of the teacher's story, lecture, and conversation. In other
words, when this method is used, students understand ready-made knowledge
through the teacher's spoken words. The oral method provides an opportunity
to explain the educational material through the teacher's lively, vividly
emotional words, using various visual aids. If we pay attention to the past
hundreds of years in the history of mankind, we can witness that several
generations of learned people have acquired knowledge through the same oral
method. Oral method includes similar methods such as story, conversation,
lecture, explanation.
The story is usually a method used when the topic of the lesson is devoted
to the history of the discovery of various scientific researches, the life and work
of scientists, and the experience of a phenomenon or events in nature. The story
method is often used in biology education. The story is usually a method used
when the topic of the lesson is devoted to the history of the discovery of various
scientific researches, the life and work of scientists, and the experience of a
phenomenon or events in nature. The story is a vivid visual description of the
educational material in the above content given by the teacher.
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
54
There are several requirements for the story method, and the following
can be pointed out: the story should be told through the teacher's bright and
vivid words.
1. A teacher who uses the story method should have artistic skills, pay
attention to different actions, high or low volume of the voice while explaining
different parts of the lesson, and tell stories with excitement.
2. The story should be organized in the direction of the plot, such as
setting the main issues of the lesson topic, ways of solving it, solving and
drawing conclusions.
3. As mentioned above, since the story is often used in the lower classes, it
is necessary to take into account the mental capabilities and attention skills of
the students of this class. Psychologists have shown that 13-15-year-old
students focus their attention on topics and events for 12-15 minutes, and then
their attention shifts to other things. sending is not appropriate. When the story
method is used, the teacher should pay attention to the comprehensibility and
demonstration of his speech. Therefore, he should use various visual aids related
to the content of the lesson during the story.
4. The story method requires the teacher to have a certain speech culture. His
speech should be fluent, artistic, and he should not repeat certain words ("I
mean", "Therefore").
5. While telling a story, the teacher should speak like a person who has seen the
natural phenomenon he is describing, worked side by side with scientists,
participated in the discovery of scientific discoveries. In conversation, the
methods are used when the content of the lesson is somewhat familiar to the
students, they have seen it in their daily life, and they are dedicated to the topics
they know. The interview is aimed at learning the content of the lesson and is
conducted on the basis of the answers given by the students to the questions
prepared by the teacher. When using the conversation method, the teacher does
not tell the content of the lesson, but asks the students questions arising from
the subject of the lesson, and gets answers to these questions. When creating
questions for the interview, the teacher studies the content of the lesson and its
main concepts. Then, he works on the main concepts in the lesson, taking into
account the knowledge reserves and life experiences of the students.
CONCLUSION.
The role and importance of extracurricular activities in the
formation of students' scientific worldview is incomparable. Observations
conducted by students in nature during such activities, and the results of
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
55
practical work at the school's educational and experimental site also serve to
obtain convincing evidence.
In conclusion, in order to educate students' scientific outlook, the teacher
should not limit himself to teaching students the knowledge required by the
program, but should always take into account the ways and means of educating
students depending on the content of the lesson.
References:
1.
Nezhmetdinova F. T. Protection of human rights and safety of life in the
context of achievements of modern biomedical technologies // Scientific notes
of the Kazan State University of Veterinary Medicine. - 2006. - No. 189, - P.246-
256
2.
Naisbitt J. High technology, deep humanity: Technologies and our search
for meaning / Transl. from English. A.N. Anvaer. - M., 2005. -223 p.
3.
Polyakova O. V. Sociocultural consequences of the biotechnological
revolution of the twentieth century: author's abstract. diss. ... candidate of
philosophical sciences. - M .: 2016. - 29 p.
4.
Fedorin V. V. Philosophical and methodological analysis of human genetic
engineering projects: diss. candidate of philosophical sciences. – M.: 2017. – 157
p
5.
Shtumpf S. P. Spirituality as a complex problem: social and philosophical
aspect / S. P. Shtumpf; under the general editorship of V.Kh.Belenko // Problems
of social science: materials of the VI Interregional scientific conference of
postgraduate students and applicants, March 2005 / GUTSMIZ. – Krasnoyarsk,
2005.
