INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 797
TEACHING THE TOPIC "BIOGENIC ELEMENTS AND THEIR IMPORTANCE IN THE
HUMAN BODY" TO SCHOOLCHILDREN USING THE CASE STUDY METHOD
Tilewova Gulzira Bazarbay kizi
KSU, 2- year Master Student
Abstract :
This article explores the implementation of the
case study method
in teaching the
topic “Biogenic Elements and Their Importance in the Human Body” to schoolchildren. By
engaging students with real-life scenarios, such as health-related issues caused by element
deficiencies, educators can promote deeper understanding, critical thinking, and active
participation. The method allows students to connect theoretical knowledge of elements like
iron, calcium, iodine, and others with practical health and nutrition concerns. This learner-
centered approach proves especially effective in biology and health science education,
fostering curiosity and long-term retention of material.
Keywords:
biogenic elements, case study method, human div, science education,
schoolchildren, active learning, teaching biology, health and nutrition, macroelements,
microelements, iron deficiency, educational methods
Biogenic elements are chemical elements essential for the structure and functioning of
all living organisms, including humans. These elements, such as carbon, hydrogen, oxygen,
nitrogen, calcium, phosphorus, and iron, play critical roles in biological processes—from
building DNA and proteins to enabling muscle function and oxygen transport. Understanding
their functions is vital for schoolchildren as part of biology and health education, helping
them connect the science they learn in the classroom to their own well-being. However,
teaching this topic using traditional lecture-based methods may result in passive learning and
a lack of engagement.[1,23] Students may memorize facts without fully understanding how
these elements affect their health and daily life. To address this, educators can implement the
case study method
—a student-centered, problem-solving approach that uses real-life
situations to spark interest and encourage deeper understanding.
This method is especially effective for middle and high school students, as it develops
their ability to analyze information, work in teams, and make evidence-based decisions. By
presenting students with health-related cases involving biogenic elements, such as iron
deficiency anemia or calcium loss in bones, teachers can guide them to explore the
importance of nutrition, div function, and disease prevention in an interactive and
meaningful way. The aim of this article is to demonstrate how the case study method can be
applied to teach biogenic elements effectively in school, enhancing both scientific literacy
and critical thinking skills.[2,33]
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 798
Teaching scientific topics like biogenic elements in a meaningful and engaging way
requires creative, student-centered approaches. Students often find it difficult to connect
abstract biological or chemical concepts to their everyday lives. Therefore, effective teaching
of this topic should aim not only to deliver factual content but also to help learners
understand the relevance of these elements to their own health and well-being. Below are
several pedagogically sound methods that can be used to effectively teach this topic to
schoolchildren, especially in middle and secondary school settings.
The case study method places students in the role of problem-solvers. Instead of
passively receiving information from the teacher, students are given real-life or hypothetical
scenarios that involve a biological issue or health problem related to a deficiency or
imbalance of a biogenic element. The students must work in groups to analyze the case,
identify the underlying biological issue, research the necessary information, and propose
solutions. For example, students might be presented with a case involving a teenager who is
constantly tired and has pale skin. Through guided questions, they discover that the
individual likely has iron deficiency anemia, and they investigate the role of iron in oxygen
transport and energy production.[3] This allows students to apply their knowledge,
understand the human div's dependence on trace elements, and see how a simple nutrient
deficiency can have wide-reaching effects. The case study method develops critical thinking,
collaboration, and the ability to apply theoretical knowledge in practical, real-world contexts.
It also fosters empathy and health awareness, encouraging students to take more interest in
their own nutrition and wellness.
Concept mapping
is a visual tool that helps students organize and relate information.
Students create diagrams that show the relationships between different biogenic elements,
their biological functions, the systems or organs they affect, the symptoms of deficiencies,
and food sources. For example, a student might start with the central concept "Biogenic
Elements" and branch it out to "Macroelements" and "Microelements." From "Calcium," a
line might lead to "Bones," "Teeth," "Muscle Contraction," and "Blood Clotting." Another
branch might lead to "Deficiency → Osteoporosis."[4,45] This method supports long-term
retention and understanding by encouraging students to actively process and link pieces of
information. It’s especially helpful for visual learners and promotes higher-order thinking
skills by illustrating how different pieces of the biological puzzle fit together.
Role-playing
can be a powerful way to bring the content to life. Students can be
assigned roles such as a doctor, nutritionist, patient, or scientist. For example, one student
plays a doctor explaining to a patient why they need more iodine in their diet to prevent
thyroid issues, while another plays the patient who asks questions about their symptoms and
treatment options. This approach builds communication and empathy while reinforcing
content knowledge in an interactive and fun way. It also encourages shy students to
participate in class by giving them a structured and creative format to express
themselves.[5,21] Role-playing is especially effective in teaching the health implications of
biogenic element deficiencies, making the science personal and relatable.
If the school has access to a science lab, practical demonstrations and experiments can
greatly enhance students' understanding of biogenic elements. While some elements (like
oxygen or iron) can be directly observed or inferred through simple experiments, others may
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 04,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 799
be illustrated through analogies or models. A classic and simple example is the “Iron in
Cereal” experiment. Students crush fortified cereal, mix it with water, and use a magnet to
extract visible iron particles—clearly demonstrating the presence of iron in everyday food.
Teachers might also use bone models or simulations to show how calcium and phosphorus
contribute to bone density. Hands-on learning engages students’ senses and curiosity, helping
them to internalize scientific principles in ways that lectures alone often cannot. It also
reinforces scientific inquiry skills, such as observation, hypothesis testing, and analysis.
In conclusion, incorporating methods such as the case study approach transforms the
learning environment. It turns science education into an interactive journey of discovery,
where students are not just learners, but investigators, problem-solvers, and future caretakers
of their own health. Empowering students with this knowledge equips them not only to
succeed in exams but to lead informed, healthy, and responsible lives.
References:
1. Novichkov, V. V. (2018). Biochemistry of Humans. Moscow: GEOTAR-Media.
2. Shabalin, A. V., & Burkov, A. V. (2020). Physiology of Humans. Moscow: MIA.
3. Spiričev, V. B. (2012). Minerals and Trace Elements in Human Nutrition. Moscow:
Nauka.
4. Pokrovsky, A. A. (2016). Fundamentals of Nutrition Science. Saint Petersburg: Piter.
5. RAMS / Institute of Nutrition. (2009). Norms of Physiological Needs for Energy and
Nutrients for Different Population Groups of the Russian Federation. Moscow: Federal
Center for Hygiene and Epidemiology.
6. Lukyanova, E. M. (2015). Trace Elements and Human Health. Moscow: MEDPress-
Inform.
7. Ministry of Health of Russia. (2021). Methodological Guidelines for the Rational
Nutrition of the Population. Available at:
