Volume 03 Issue 09-2023
170
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
170-174
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article discusses contemporary approaches to developing students' creative thinking in teaching
biological sciences.
K
EYWORDS
Students, creativity, innovation, thought, scientific research, activity, task, analysis, lesson, research,
experience, tool, method, idea, experiment.
I
NTRODUCTION
There is a growing interest in using innovative
technologies,
interactive
methods,
and
pedagogical and information technologies for
teaching in the current education process. One of
the reasons for this is that traditional education
has focused on simply imparting prepared
knowledge to students.
On the other hand, modern technologies enable
students to independently search for and analyze
the knowledge they acquire, and even present
their own conclusions. In this process, the teacher
creates conditions for the personal development,
formation, acquisition of knowledge, and
upbringing of the students, while also fulfilling
the roles of management and guidance.
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
THE EFFECTIVENESS OF DEVELOPING STUDENTS' CREATIVE
THINKING IN TEACHING BIOLOGICAL SCIENCES
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-28
Atakulova Manzura Nematovna
Phd, Uzbekistan, Navoi City, Navoi State Pedagogical Institute, Uzbekistan
Murtozayeva Fazlatxon Baxodirovna
Master’s Degree Student
, Uzbekistan
Volume 03 Issue 09-2023
171
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
170-174
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
It should be emphasized that even in higher
education institutions, qualities such as curiosity,
creativity, and inventiveness are not always
considered to be of high importance to students.
However, in shaping the students' ability for
creative thinking, it is crucial to consider these
aspects in the pedagogical process. Specifically, in
order to effectively develop the skill of creative
thinking, attention is paid to the inclusion of
necessary verbs in questions that stimulate
students' thinking. For example, if this situation is
illustrated with examples, the monitoring
question "Define the relationship between single-
celled and multicellular organisms" does not
promote creativity in students. In contrast, the
phrase "define" in the question content is
equivalent to saying "simply state your existing
knowledge." Utilizing words (verbs) in
monitoring questions that encourage students to
think facilitates their creative thinking. Therefore,
in developing creative qualities in individuals, it is
appropriate for educators to use various words
(verbs) that require diverse, non-traditional, and
well-thought responses. For example: "discover
the connection," "create," "predict," "logically
explain the idea," and "imagine." The use of such
words (verbs) in monitoring questions proves to
be effective in practical terms.[1].
The manifestation of activity in creating goals that
contribute to the development of personal
qualities for creative thinking, as well as actively
utilizing effective pedagogical achievements and
experiences, and engaging in the exchange of
ideas with peers, demonstrates the student's
ability to shape their professional activities in the
future [2]. Creative thinking is the ability to find
innovative (new, novel, original, non-standard,
extraordinary, etc.) and effective (practical,
result-oriented, progressive, optimal, etc.)
solutions, to generate goals aimed at acquiring
new knowledge, and to express the imagination in
an impactful way in the process of creating,
evaluating, and improving.
In teaching biological sciences, methods aimed at
enhancing students' creativity are considered one
of the important innovations in the field of
biology education today. This is because students'
possession of creative thinking qualities assists
them in creating new goals that differ from
traditional approaches, fostering a mindset that is
non-conformist, unique, and proactive in
organizing their learning and upbringing
processes.
If you look around, you will come across countless
examples of human creativity and ingenuity in
every direction: electronic services, virtual
reality, square watermelons, soilless cultivation,
and several other examples. All of these are
products of human imagination and thinking.
What was once merely a figment of the
imagination and a dream for us, such as ordinary
everyday objects like books, music, buildings,
airplanes, and even light bulbs, eventually
became a reality through the power of human
intellect and innovation.
Innovations create convenience in our daily lives,
making our tasks easier and shrinking distances.
In this way, creativity is closely tied to the
progress of development. There is a great demand
Volume 03 Issue 09-2023
172
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
170-174
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
for creative thinkers in all fields. Every day,
renowned software companies and mobile phone
manufacturers ask for new ideas from their
specialized professionals. As the demand for
creative thinkers increases in the labor market,
shaping and developing students' creative
thinking skills becomes crucial in the educational
process. It is important to note that, up to now,
many teaching approaches and methods have
focused on analysis and repetition rather than
fostering creative thinking, which involves
understanding and delivering information
accurately, synthesizing multiple sources of
information, and drawing conclusions[3].
Creativity is considered an essential aspect of
human thinking and a fundamental part of one's
inner world. It is not solely based on the
accumulation of knowledge that an individual
possesses but rather manifests in the generation
of new ideas, challenging and transforming
established stereotypes, and finding innovative
solutions to real-life problems. In other words,
creativity cannot be achieved through mere
repetition of given knowledge; it requires the
emergence of new thoughts and ideas in the
process of creative thinking. For instance, even if
you memorize words and grammar rules in
English, if you cannot write an essay, it is all in
vain. Therefore, imagination plays a crucial role in
the process of creative thinking. Albert Einstein
emphasized the significance of imagination in
science when he said, "Imagination is more
important
than
knowledge."
Often,
unconventional ideas and solutions emerge from
the realm of imagination. Thus, it is essential to
nurture and encourage a mindset that values
uniqueness and creativity in the thinking process.
Thomas Edison said, "Creativity is an
extraordinary process." However, every day,
many professionals feel the need to find essential
solutions to problems. Can they deliberately
harness this extraordinary process? Naturally,
there is no "magic wand" that brings forth new
ideas, but there are various methods that can
assist experts in their creative thinking. For this,
allocating time for creative thinking and
developing creative skills are necessary. Creative
thinking helps us find essential solutions to
problems. According to PISA research, evaluating
students' creative thinking is based on a model
that involves solving scientific or social problems
and requires expressing their own ideas in
written or visual form [4].
It is important to emphasize once again that
qualities such as curiosity, creativity, and
inventiveness are not always considered highly
valued traits at elementary schools, even in
higher grades. However, in the pedagogical
process, shaping the ability for creative thinking
in students and young learners is of great
importance, taking into account these aspects. In
particular, teachers pay attention to the inclusion
of necessary verbs in the form of thought-
provoking questions to develop the skill of
creative thinking in students. For example, if this
situation is illustrated with examples, the
monitoring question "Define the relationship
between
single-celled
and
multicellular
organisms" does not promote creativity in
students. In contrast, the phrase "define" in the
Volume 03 Issue 09-2023
173
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
170-174
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
question content is equivalent to saying "simply
state your existing knowledge” [2].
In natural science education, giving assignments
related to creative thinking is significant in
expanding students' imagination, enhancing their
thinking ability, and engaging their attention. In
this regard, apart from tasks such as labeling,
drawing, and illustrating various essential
drawings related to biology, it is also possible to
create intriguing questions. For example, "Draw a
picture of a nonexistent animal in the world,"
"Imagine yourself as a specific flower or tree and
draw its picture. Why did you choose that
particular flower?", "Describe your sensation
while being inside a bubble and write it down." or
"Write your imagination while being one-day-
living-butterfly." Assignments like these are
aimed at achieving the goal of fostering creativity.
It is important to note that such creative
assignments play a significant role in engaging
students in their learning activities, increasing
their motivation, directing them towards
independent and creative learning, organizing
tasks in a systematic manner, ensuring continuity,
and implementing effective supervision and
monitoring.
• In teaching biology subjects, innovative
methods aimed at developing students' creative
thinking, such as diagnosis, empathic imagination
method, and evidence-based methods, are
considered important pedagogical approaches in
enhancing traditional education. These methods
contribute to fostering students' creative abilities,
addressing pedagogical challenges, conducting
scientific research or projects, and promoting
collaborative creativity. As an example, let's
consider the following assignment.
• 1.2. Creative assignment: Why? For what
reason? Use the words and come up with 10
questions about an amoeba.
• 1.3. Assignment: Fill in the table using
theoretical materials.
• 1.4. Creative assignment: Reflect on what
happens if all the flagellatesdisappear. (Method of
identification)
• 1.5. Creative assignment: Reflect on what
happens if all the insects disappear. (Method of
identification)
• 1.6. Creative assignment: Write a short essay
from the perspective of anOdonata. (Empathic
imagination method)
• 1.7. Assignment: Define Mitesas "Dangerous
Criminals" (Using the evidence-based method)
As seen from the examples given above, these
assignments are carried out with great interest by
students.
As mentioned above, creating pedagogical
conditions is crucial for enhancing students'
research activities. During the lesson, students
are encouraged to express their ideas, provide
evidence and justifications, engage in mutual
questioning and answering, utilize methods to
enhance knowledge and experience, identify gaps
in understanding, and delve deeper into subjects
that require in-depth comprehension.
Volume 03 Issue 09-2023
174
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
170-174
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Research findings demonstrate that using
creative assignments aimed at fostering students'
creative thinking contributes to the organization
of the learning process, the effectiveness of
activities beyond the classroom, and the
development of students' research skills and
activities towards specific goals. It helps to
increase students' curiosity in acquiring
knowledge and directs them toward achieving
better results.
All in all, incorporating activities that stimulate
students' thinking during the teaching of natural
sciences is considered one of the current
requirements in the educational process.
R
EFERENCES
1.
Elmuratova D., Misirova N. Pedagogical
competence and creative education. Study
guide. - Gulistan, 2021 (Pedagogical
Competence and Foundations of Creativity.
Teaching Handbook - Guliston, 2021.)
2.
Amirov Nurbek Islamovich. "Problems and
effective ways of developing creativity
qualities in educators." Journal of Higher
Education, 2019.
3.
M. Usmonboeva, associate professor of the
network center at TDPU, senior teacher A.
Toraev. Teaching-methodological manual for
the module "Basics of creative pedagogy",
2016. (Teaching Methodology Handbook on
the Module "Foundations of Creative
Pedagogy" by TSPU Network Center, 2016.)
4.
Internet sources.
