European International Journal of Pedagogics
239
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TYPE
Original Research
PAGE NO.
239-243
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodological Approach
to Biotechnology Science
Burkhanova Mokhigul Muydin kizi
Researcher of Uzbekistan national pedagogical university named after
Nizami, Uzbekistan
Abstract:
This paper involves the application of new
modern methods in teaching biotechnology, the
increase in efficiency indicators, the areas in which
biotechnology is used, the methods of delivering
scientific information about them to students, the
connection between biotechnology and genetic
engineering, the role of animations in teaching biology,
and teaching mechanisms based on educational goals. It
also discusses logical thinking, separating substances
through computer graphics and delivering them to
students.
Keywords:
Biotechnology, teaching, field, illustrations,
in-depth study, animation, active molecules, a modern
multimedia, logical thinking, computer science skills,
identifying, connections.
Introduction:
Students’ mastery of educational material
is manifested primarily through the use of methods that
encourage
interest
in
acquiring
educational
information, initiative, independence, and satisfaction
with their own activities. To achieve this, problem-
based, partially research and heuristic, research, and
motivational methods of education are used. The
method used should be selected taking into account the
conditions and capabilities of the teacher's educational
work - the room where the lesson is held and its
equipment, the availability of educational tools,
hygienic conditions, the season, the composition of the
day, the readiness of students to master the lessons,
and so on.
The teaching of biotechnology also focuses on the
application of modern methods and solving problems of
how to deliver innovations in science.
When students deal with Biotechnology in Science or
Biology courses at school they get to know a technology
that is on the one hand very old
–
if we think of
techniques of making bread or wine
–
but that on the
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other hand - when we think of genetic engineering for
example -
comprises very new aspects. This “modern”
part of biotechnology shows a high potential for
solving various problems of our modern world but at
the same time it is accompanied by new and especially
ethical questions and problems. From the high
relevance as well as from the ambivalence of the topic
biotechnology a particular responsibility of the science
subjects at school concludes. This is the responsibility
to
–
on the one hand - inform the students in a sound
way of the scientific and technical aspects of
biotechnology and
–
on the other hand - to qualify
them as the decision makers of the future to cope in a
reasoned way with the chances and the risks of
biotechnology.
As the knowledge in the life - sciences has exploded
during the last two decades, for science teachers it is
necessary to restrict to the main fields of
biotechnology for teaching. However, the central
application fields of biotechnology (pharmaceutical
industry,
medicine,
farming,
nutrition
and
environmental technology) as well as the procedures
(i.e. genetic engineering, cell culture techniques,
cultivation of microorganisms) should be taken into
account. Out of the variety of all the procedures that
are summarized under the term biotechnology genetic
engineering is still one of the most discussed.
Especially because of its potential significance for the
future in the following the examples for teaching
biotechnology will focus on this technique [5].
Theoretical bases and discussion
. Programs such as
FigTree (phylogenetic Tree editor), Mesquite (Java
Comparative Biology program), and Genepop
(population genetic analysis) are widely used in biology
teaching. Universities are great importance in the use
of electronic tools or self-improvement of students.
However, we are still in a passive position when using
these technologies. The main disadvantages of the
computer learning program currently consists of:
despite the fact that it is easy, searching for
information, especially if it is hyperlinked, takes a lot of
time during the lesson if it is not related to;
sometimes biological errors also occur in real material;
illustrations do not always correspond to textual
material, etc.
When eliminating such problems, in-depth study and
research of sources will be required.
The role of animation in teaching biology is invaluable.
As we know, biology is studied by indepth study of the
activity of active molecules and particles. Accordingly,
a modern multimedia program is unthinkable without
computer graphics. The tasks facing students are
interesting and often difficult to solve, which requires
increasing educational motivation, developing logical
thinking, practicing their own computer science skills
and identifying connections with mathematics, using
creative opportunities [3].
As a reason for this findings a lack of sound
information of the public is seen. As a reaction to this
results in several countries of the European Union the
topic “Biotechnology” has been integrated into the
school curricula. This fact led
–
among others
–
to a
project
called
EIBE
(European
Initiative
for
Biotechnology Education) that was financed by the
European Commission. The aim of EIBE is the
information of the public
–
and of school students in
particular - on Biotechnology (Grainger, 1996) [5].
The creation of an environment in which students are
best able to learn is of primary concern for any teacher.
Regardless of content, good instructors desire to meet
the educational needs of their students. While
increased understanding and comprehension is always
desired, teachers presented with new curriculua or
content areas are faced with the challenge of delivering
and learning the new material, as well as teaching in the
most effective manner. Teachers do not often have the
time to consider and reflect on the appropriateness of a
new curriculum, its content and structure, or
instructional strategies for delivery. A call for the
inclusion of biotechnology in technology education
curricula (ITEA, 2000) raised these challenges for many
technology education instructors. Questions about why
and how to integrate biotechnology into existing
programs will become more prominent in the near
future: Why should biotechnology be included in
technology education? What is biotechnology? How is
the study of biotechnology structured? and What are
some
appropriate
strategies
for
teaching
biotechnology?
Problem-solving Methodology
. A problem-solving
methodology is a second cognitive element that can be
employed in biotechnology education. Familiar to most
in technology education, problem-solving often consists
of four phases: design, production, evaluation, and
presentation. A hallmark of the cognitive learning
orientation, the problem-solving methodology focuses
on the internal mental processes of the student
(Merriam & Caffarella, 1999). Knowles (1984) claims
that the problem-solving approach emphasizes the
discovery approach of Bruner (1965) by involving three
almost simultaneous processes: (1) acquisition of new
information; (2) transformation, or the process of
manipulating knowledge to make it fit new tasks; and
(3) evaluation, or checking whether the way we have
manipulated information is adequate to the task
(Knowles, 1984, p.25) [4].
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Innovation in education can be seen as a new
pedagogical
theory,
methodological
approach,
instructional technique, teaching tool, or as a
theoretical structure that creates a significant change
in teaching and learning and that leads to better
learning on the part of the students when applied. It is
observed that the methods and techniques currently
adopted for innovation in science education are
integrated into teaching environments with an
interdisciplinary approach such as integration of
technology in science education, science-technology-
engineering-mathematics (STEM), etc. In some studies,
game-based learning environments are considered as
an innovative teaching approach. It has been stated
that game-based teaching will help students to
develop technological awareness and to overcome
difficulties in their professional development. Lin and
Tsai stated that using technology to enhance learning
in science education has become an important trend
and found that virtual reality, mobile learning,
ubiquitous learning, augmented learning and game-
based learning approaches are generally used as
innovative technologies in science teaching. Similarly,
Istance and Kools pointed to the relationship between
innovation and technology in education. In another
study, the event-based learning approach has been
used as a tool for collecting data, evaluating data,
proposing innovative ideas and writing to promote
students’ innovative thinking and entrepreneurship
[2].
A lesson on familiarizing students with new material or
a lesson on imparting (learning) new knowledge is an
educational process that includes a relatively wide
range of questions and requires a lot of time to study,
the content of which is new material that is unfamiliar
to students. In such lessons, depending on its content,
clear goals and students’ readiness for independent
work, in some cases the new material itself is
presented. In other cases, independent work of
students is carried out under the guidance of a teacher,
and in the third case, both are used. The structure of a
lesson on familiarizing students with new material:
repetition of previous material, which is the basis for
learning new material, explanation by the teacher of
new material and work with the textbook, checking
and preliminary consolidation of knowledge, assigning
homework.
Forms of learning new material can be:
-
lecture;
-
Teacher’s explanation with the involvement
of students in the discussion of individual issues;
-
heuristic conversation;
-
independent work with a textbook and other
sources;
-
organization and conduct of experiments and
experiments.
In the lessons of consolidation of knowledge, the main
content of the educational work is to comprehend
previously acquired knowledge for the second time in
order to consolidate them. Students comprehend and
deepen their knowledge from new sources or solve new
problems according to the rules known to them, repeat
previously acquired knowledge orally and in writing, or
provide information on separate issues from them in
order to further and consolidate what they have
learned. By structure, such lessons provide for the
passage of the following stages: checking homework,
performing oral and written exercises, checking the
completion of the task, giving homework. Lessons on
the development and consolidation of skills and
competencies are related to lessons on the
consolidation of knowledge.
This process is carried out in the course of several
special lessons. In other lessons, new topics are
continued to be studied. At the same time, at first the
children complete the exercise with the help of the
teacher and with a serious check of how they
understand the task, and then the students themselves
determine where and what rules are applied. They must
master the application of their skills and abilities in
various situations, including in real life.
The main didactic tasks solved in these lessons are:
- systematization and generalization of new knowledge;
- repetition and consolidation of previously acquired
knowledge;
- application of knowledge in practice to deepen and
expand previously acquired knowledge;
- formation of skills and competencies;
- control of the process of studying educational material
and improving knowledge, skills and competencies.
The main forms of this type of lessons are:
- independent work lessons (reproductive type - oral
and written exercises);
- laboratory lesson;
- practical lesson;
- lesson-excursion;
- lesson-seminar [1].
While technology undoubtedly has changed education,
many educators opt to use a more traditional, low-tech
approach to learning.
Here are some examples of low technology usage in
different teaching methodologies:
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-
Kinesthetic learners have a need for
movement when learning. Teachers can allow students
to move around, speak with hands and gestures.
-
Expeditionary learning involves “learning by
doing” and participating in a hands
-on experience.
Students may participate in fieldwork, learning
expeditions, projects or case studies to be able to apply
knowledge learned in the classroom to the real world,
rather than learning through the virtual world.
-
Many types of vocational or practical training
cannot be learned virtually, whether it be a laboratory
experiment or woodworking Fig.1. [6].
Fig.1
. Low-tech approach to learning.
https://teach.com/what/teachers-know/teaching-
Through these different approaches to teaching,
educators can gain a better understanding of how best
to govern their classrooms, implement instruction, and
connect with their students. Within each category of
teacher and student centeredness and tech usage,
there are sp
ecific teaching roles or “methods” of
instructor behavior that feature their own unique mix
of learning and assessment practices.
CONCLUSION
Based on the above considerations, it can be said that
in teaching biotechnology, a harmonious combination
of methods is very important for effectively achieving
educational goals and developing in students the skills
necessary for successful adaptation to modern society.
In today'’ educational environment, various teaching
methods play a crucial role in creating an effective
learning environment.
Traditional methods such as lectures and labs are
standard components of the educational process.
Lectures provide students with basic information, while
labs help consolidate the knowledge gained. With the
development of educational paradigms, there is an
increasing emphasis on interactive methods. Group
discussions, project assignments, and role-playing
games are actively introduced into the learning process.
These methods help develop students’ active
participation, communication skills, and teamwork.
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