European International Journal of Pedagogics
5
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TYPE
Original Research
PAGE NO.
5-10
DOI
OPEN ACCESS
SUBMITED
03 December 2024
ACCEPTED
05 January 2025
PUBLISHED
07 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Pedagogical and
Psychological Foundations
for Developing Students'
Creative Abilities Based on
Cooperative Education
Muminov Farhod Kobiljonovich
Director of Polytechnic School No. 2 of Angren city, Uzbekistan
Abstract:
Cooperation
between
colleges
and
universities (cooperative education) is important in
ensuring the continuing education of young people.
They need to be as less stressed as possible when
moving from one learning environment to another. Only
then will their passion for knowledge not diminish, their
level of education will not decrease, and their efficiency
will increase. Based on this, we are talking about the
formation of creative abilities in students on the basis of
cooperative education.
Keywords:
Collaboration, higher education institutions,
continuing education system, teacher, direction,
seminar, lecture, development and formation of
creative abilities.
Introduction:
Within the framework of cooperation,
educational institutions will create and implement
cooperation projects aimed at researching various areas
of pedagogical psychology and pedagogy in order to
form a continuous education system; exchange
information and analytical data on problems in the
relevant field, including pedagogy and psychology,
social pedagogy; select students from higher education
institutions for internships at colleges and lyceums on a
competitive basis; support for seminars, conferences
and round tables organized on the basis of cooperation
through professors, teachers, graduate students and
master's students; create opportunities for students
undergoing internships to use scientific and electronic
library resources for scientific and practical research;
prepare college and lyceum students for study at a
higher educational institution in their future field, that
is, familiarize them with the educational conditions and
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environment, etc. At all stages of continuous
education, there are specific organizational forms of
education. Specifically, the two-level higher education
system has its own forms of education, which include
lectures, seminars, and practical classes, participation
in open lectures by faculty members, preparation and
discussion of lecture texts, and the preparation of
programs for educational courses. In the higher
education system, lectures are both a method and a
form of the educational process, serving the oral,
organic, and regular assimilation of the fundamentals
of science by students. Thanks to the lecture, the
student understands the essence of this subject and
forces them to think freely and think about the subject.
Therefore, lectures become a kind of school for the
development of scientific thinking. The lecture should
be read in such a way that under its influence, students
develop different views, scientific beliefs, ideas, and
the foundations of national ideology regarding the
subject's tasks and future. To do this, the teacher must
be able to enrich and select the content of each lecture
with scientific innovations. A lecture is effective only
when it is organized based on positive cooperation. To
achieve this, one of the ways to effectively implement
both educational and upbringing tasks during the
lecture is to restore friendly, active relationships
between the teacher and students. Furthermore, the
effectiveness of the lesson and lecture depends on the
extent to which the psychological state of students and
students is taken into account in the learning process.
Therefore, for the effective organization of education,
the proper use of lessons, lectures, and other forms of
education in the learning process, undoubtedly, the
teacher's pedagogical skills, pedagogical culture,
thorough knowledge of their subject, and the ability to
find common ground with students are of great
importance.
The word “cooperative" comes from two Latin words
“co”, “together”, and “opus” –
“work”, “work:.
Therefore, when answering the question of what
cooperatives are, the generally accepted definition in a
simplified version at the international level is
translated as joint action, cooperation. Cooperative
learning is a learning strategy that allows a small group
of students to work together on a common task.
Parameters vary frequently, as learners can work
together on a wide variety of issues, from mathematics
to simple problems, such as proposing environmental
solutions at the national level. Students are sometimes
personally responsible for their part or role in the task,
and sometimes they are responsible as a whole group.
One of the methods successfully used in teaching
vocational education subjects is conducting classes
with groups of students divided into pairs or small
groups. In this method, the primary responsibility is
assigned to students, focusing on increasing their
activity. The experience of educators in advanced
countries, as well as in our country, shows that a much
stronger relationship is established between students
due to small groups.
Lessons in small groups:
–
teaches students to work together, activate the
cognitive process, communicate with them, be
accessible, and listen to the opinions of others;
–
in the process of joint performance of the
assigned task, there is a tendency to discuss the
opinions expressed by the comrades;
–
learn to clearly formulate questions, justify the
answers they give;
–
helps to realize the learner's potential. It will be
possible to learn by asking what you don't know.
Ensures the mutual enrichment of students' knowledge;
–
shy students will have the opportunity to
demonstrate their knowledge and skills;
–
gifted, gifted students can demonstrate their abilities,
help others, teach them, and learn from them;
–
working in small groups teaches each student to feel
like part of a group, showing each other their
achievements.
In order for lessons to be effective in small groups, it is
necessary to follow the following rules:
1.
In the process of mastering the lesson material,
students should work in a team.
2.
It is advisable for each group to have excellent
students, while the composition of the subgroup should
be mixed (girls, boys).
3.
A system of rewarding the entire group and
individual student should be provided.
Studies also show that it is not enough to organize
lessons by dividing students into small groups. To
achieve the expected result, it is necessary to develop
two other components: a mechanism for motivating the
group and a sense of personal responsibility, as well as
a system for its stimulation. If the motivation is
insufficient at the group level, members of the group
will not pay much attention to how their peers learn the
lesson being taught. There is no clear answer to the
question of what rules or principles should be followed
when dividing groups into subgroups, and how groups
are structured to be highly effective, there is no
universal rule. When dividing groups into small groups:
a) set educational goals, form, result;
b) we need to take into account the teaching methods
and techniques that we intend to apply according to the
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assigned task, the technological map.
We can use a random character to divide students into
small groups:
can be divided according to their location in the
audience.
Based on study results:
–
when organized as a leveling group, students
with different levels of study are grouped into small
groups.
–
when organized as a support and development
group, gifted students are divided into groups with a
lower level of learning.
Depending on the task being completed, the pair can
be divided into groups of 4-5 or more students. Small
groups can be organized in the form of groups that
operate until the completion of one task, groups that
work together during several sessions, and groups
whose composition changes. They can be selected
from passive, non-expressive, or well-accepted, active
students. The leader can perform various functions
and must monitor the performance of the task by the
members of the small group. Leaders should show
each member of the group their individual
contribution and role. It is advisable to test all students
in the role of leader as much as possible. There are
several models and variants of lesson style, divided
into small groups. They are aimed at improving the
learning outcomes of teams. In this case, the teacher
briefly explains a material or lesson and gives the
students an assignment. An assignment can be a test
in the form of a problem, exercise, answer to a
question, and other forms. The assignment will be
discussed in a team. Then, each team member
individually writes a control paper on the topic being
studied. Each student's points are summed and the
overall team score is extracted. It is compared to the
individual and team scores. The positions of the teams
are determined and rewarded based on the
accumulated points. In the second model, a
competition is held. In this case, team members score
points by competing with other team members. The
third model is also called the mosaic model. This model
should be used more often in large groups, say, with
25-30 students. Depending on the number of students
in the group, the teacher attracts 5 or 6 students to
each team. Depending on the number of students in
each team, an assignment is given to study a material
consisting of 5-6 questions or parts. One person from
each team learns a part or question. Students who
have received this part or question from different
teams gather together to discuss the learning task.
These groups are called expert groups. We will denote
the main groups with letters in the alphabet and the
students with numbers. Let's say the group consists of
30 students. The teacher divides them into 5 groups of
6 (A, B, C, D). The first group A, in which students are
divided into A1, A2, A3, A4, A5, A6, the second group B,
in which students are divided into B1, B2, B3, B4, B5, B6
and so on. Each student receives an assignment to study
a specific part of the learning material or question from
their main number command, i.e., letter. Then, in the
group of specialists (by numbers), a new group is formed
based on all numbers 1 or 2 and so on. That is, a team of
specialists A1, B1, B1, G1, D1, a second team A2, B2, B2,
G2, D2 and so on. From each of the main teams,
members of the same number, but different teams,
gather to discuss the question, the task assigned to
them. Then everyone returns from the expert group to
their main group. Each participant in the group will tell
the problem they have studied in the expert group. Each
participant in the group tries to listen attentively to the
opinions of their peers. Because the only way to
complete the given task is to listen attentively, analyze
the opinion of the comrades, and then tell them.
Furthermore, each student has a stimulus to complete
their assignment in detail. The reason is that he is
responsible for the level of assimilation of the given
question and task by his comrades. The fourth model for
conducting lessons in small groups differs somewhat
from previous models. In this model, each student in a
small group first completes the assigned task
individually and writes their thoughts in a seminar
notebook. Then the group collectively studied
everyone's opinion. A single answer is prepared on
behalf of the small group, the answers of all groups are
heard in the lesson, and the group's results are
evaluated.
Organization of lessons in small groups and its main
phases
Small groups have a wide range of opportunities for
exchange and analysis among students. Each student's
opinion is analyzed by their peers. At the same time,
every student, of course, tries to justify and narrate their
opinion. In the process of discussion, each student
understands their mistake or tests their rightness, and
learns to solve the problem in collaboration.
It is advisable to work in pairs or small groups when:
❖
exchange of information;
❖
collect and share ideas and opinions;
❖
analysis of difficult-to-solve problems and
options;
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❖
it is necessary to solve a complex problem
and draw conclusions.
Working in a group is better than working
individually.
Reason:
❖
the range of information is wide, as each
student has a certain amount of information.
❖
as a result of cooperation, the activity of
passive students can also increase.
❖
many proposals and opinions are
selected as a result of mutual criticism.
In lessons conducted in small groups, the teacher does
not stand at the center as a single informant, reviewer,
and evaluator. From a subject teacher, he becomes a
lesson organizer and preparer.
In small groups, it is necessary to intensively study the
topic according to the assigned task. As a result of
working with supplementary literature and striving for
its deep assimilation, long-term memorization of
acquired knowledge is achieved. The success of
conducting a lesson in pairs or small groups largely
depends on its preparation and conduct. Working in
small groups involves not only discussing the assigned
task, but also its outcome. In this case, you can use a
board and technical means. An important aspect of
working in a small group is ensuring that the small
group, and ultimately the entire group, is productive.
To do this, the teacher must plan the entire lesson
process beforehand.
Prepare:
❖
goal setting;
❖
vselection of material;
❖
explaining the task to the subgroups;
❖
providing the necessary materials;
❖
the need for the teacher to solve the
assigned task and the problem.
1. Information support:
❖
what assignments will the subgroups
receive and how much time will be allocated for their
completion;
❖
what rules to follow will be announced.
2. Work on the assignment:
❖
subgroup c can share tasks after receiving
the assignment;
❖
subgroups fulfill their assignment;
❖
one student (reporter) from subgroup B
makes a brief report on the results achieved;
Teacher role:
❖
make a decision;
❖
organizes and begins the lesson;
❖
control and intervene when necessary;
❖
analyzes and evaluates.
The application of this method was discussed above
when discussing the cooperative method of conducting
lessons in small groups. One method of the cooperative
method, aimed at working with a textbook, article, or
other text, is called “Boomerang”.
This method aims to teach students to work with various
literature and texts during the lesson, outside the
classroom, to memorize the material studied, to be able
to relate it, to freely express their opinion, and to assess
their knowledge during the lesson. The goal of applying
the method is to master the material distributed to
students individually and in groups, to achieve an
understanding of its content through conversation and
discussion.
The "Boomerang" method is a cooperative learning
method similar to lessons in small groups. In this case,
during the lesson, students are asked to work with the
text they need to learn. Initially, the text of the general
topic is divided according to the number of subgroups,
and the same text is distributed to all members of the
subgroup. If we divide the group into 5 subgroups, then
the 5 subgroups will have 5 different texts on the
general topic, and each student will have a text in their
subgroup. Student activities are organized as we saw
above, dividing into cooperative small groups. Another
type of small group activity is the “Zig
-
zag” method. This
is done not by giving the same text to all members of the
subgroup initially, as above, but by distributing the text
allocated to the group at the second stage of organizing
the activities of the subgroups to study the topic, also
among the members of each group.
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For example, one student is given the first or second
page of the text, the other is given the 3-4th page, and
so on. Members of the subgroup are an expert group
on the text they touch.
Currently, the education system of Uzbekistan is
entering the space of the global education system.
This, in turn, requires the implementation of a very
important and responsible task in the training of highly
qualified, competitive, high-spiritual personnel by the
state and society, and only then will the great goal be
achieved.
It is natural that education should be under state
control. The Constitution of Uzbekistan states that
every citizen has the right to education. Unlike
previously adopted state laws, new rules, principles of
public education, the content, forms, and methods of
education based on them have been developed based
on best practices in this field, state educational
standards have been created, and the educational
process is being implemented based on them.
In the current era of globalization and rapid
information systems, the problem of today is the
formation of creative qualities in young students,
preparing them to have independent thinking by taking
new initiatives and not being indifferent to the events
happening around them, having a fair attitude towards
them and drawing the right conclusions.
All of the emergence of the “21st century
- the
intellectual age”, that is, the “age of intellect” or the
“age of information society”, corres
ponds to the
development of human society, and we are witnessing
the emergence of advanced creative people living in it,
that is, as a result of the activity of a creative individual.
In the information age, the flow of information is
constantly increasing, and naturally, the corresponding
problems and their solutions are changing rapidly.
Therefore, in order to be relevant to this society and
actively participate in it, an employee, a person, that is,
a specialist, must also know how to search for, collect,
and use scientific information, divide the information
received into systems, and choose optimal options for
technical (technological) solutions.
A person reveals themselves through their abilities.
These abilities are his personal qualities, allowing him
to effectively engage in a specific type of activity.
Abilities arise from certain natural talents. Talent is an
innate, anatomical-physiological feature of the
nervous system, forming the individual-natural basis
for the development of abilities.
Typically, the following types of abilities are
distinguished: intellectual (intellectual, thinking),
artistic, organizational, communicative, etc. The sum
of various abilities that are highly developed is called
giftedness. It is also possible to think about talent and
genius, which are certain levels of ability development.
Talent is a mature ability, characterized by the
perfection and originality of human activity. Genius is
the highest level of ability and talent development.
Genius is linked to the creation of qualitatively new,
unique examples of creativity, finding previously
unknown ways of creativity.
Today, creativity, creativity, and activity aimed at
creating innovations are understood as creative activity.
The word creativity (from the English word “create”
-
creativity) is derived from the ability of a person to
create, the level of creativity talent, the individual's
readiness to create fundamentally new ideas that are
far from the traditional or customary scheme of
thinking, as well as creative abilities that are perceived
as an independent factor in the ability to solve problems
in a different way.
American scholar D. Wechsler defines “creativity as a
type of thinking that requires a person to have several
solutions to a problem or issue at once and helps them
understand the uniqueness and uniqueness of the
essence of things and events, in contrast to template,
boring thinking”.
Being a creative person, and in our example, being a
creative reader, means having advantages in today's
world, for example, standing out among other students,
being an interesting companion compared to others,
and escaping difficulties in life in an unusual way.
The development of creativity in each student is
individual. The systematic factor in the development of
creativity is the socialization of education. The first
manifestations of creativity are characteristic of every
person. However, various restrictions, social patterns in
the environment in which he grows, is raised, and is
being educated lead to the blocking (closing) of creative
activity. To develop a student's creativity, it is necessary
to release them from psychological pressure and give
them a positive impetus.
CONCLUSION
In conclusion, it can be said that in modern
organizational forms of vocational education, the
organization of education, the lesson and the main
requirements for it, the organization of lessons in pairs
and small groups, modern organizational forms of
vocational education, as well as non-traditional
educational technologies, differing from traditional
educational technologies, create conditions for the
development of students' cognitive abilities, pay special
attention to independent work, and cognitive activity
acquires a searching and creative character. The lesson
structure is flexible, and in traditional pedagogy,
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methodological developments are structured for the
teacher to conduct the lesson, while non-traditional
education offers the development of an educational
process project that describes the forms and content
of the student's educational and cognitive activity.
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