Volume 03 Issue 11-2023
360
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
360-364
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
Preparation for all Science Olympiads requires responsibility, hard work and patience from the student.
Also, preparation for Olympiad questions and assignments with solid knowledge requires strict
responsibility not only from the participant of the Olympiad, but also from his teacher. In this process, it is
necessary to use differential tasks and organize its introduction step by step in preparing Olympiads for
the technique of performing complex tasks. This article pays special attention to such issues.
K
EYWORDS
Science olympiads from biology, educational process, preparation for the olympiad, gifted student,
differential tasks, preparation for olympic exercises by means of differential tasks, teacher-student
tradition, natural-scientific literacy, science integration, exercises, assignments.
I
NTRODUCTION
In the implementation of priority tasks defined in
the "Strategy of Actions" for the further
development of the Republic of Uzbekistan, "in-
depth study of other important and high-demand
subjects such as mathematics, chemistry, biology
and informatics" is defined as an urgent task [1].
It is known that students have a high interest in
one or another subject. Evaluating their interests
correctly, taking into account the physiological
and hygienic characteristics of students, and
educating them step by step will be highly
effective.
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
USE OF DIFFERENTIAL TASKS IN ORGANIZING THE
PREPARATION OF BIOLOGY STUDENTS FOR THE SCIENCE
OLYMPIADS
Submission Date:
November 20, 2023,
Accepted Date:
November 25, 2023,
Published Date:
November 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-11-58
Bozormurod Abduvakhitov
Independent Researcher Of Jizzakh State Pedagogical University, Uzbekistan
Volume 03 Issue 11-2023
361
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
360-364
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Science olympiads are the most complex and
difficult part of the system of working with gifted
students. In order to further develop the talent of
students, it is necessary to form critical thinking
skills in them[2]. The main reasons for this are:
-
Tasks in science olympiads are mainly based
on testing students' thinking ability, not
memorizing ability.
-
The stronger the ability of critical thinking is
developed in students, the higher the ability to
summarize and conclude information based
on the knowledge they have acquired.
-
Reduces the time spent on understanding the
question and solving the problem.
The system of working with gifted students in the
educational system is characterized by its own
complexity. Talented students have the ability to
quickly absorb large amounts of information, a
creative approach to problem analysis, and the
ability to integrate the acquired knowledge at a
high level. Taking into account that gifted
students are distinguished from their peers by
many abilities and they are few in number, it is an
urgent issue to apply a system of special work
with them and effective ways to the pedagogical
process.
It is known that how to remember information
from the biology Olympiad is one of the biggest
problems of teachers and students. This may be
due to the size of the topics. Biology Olympiad is
designed to test the ability of students to apply
knowledge in different unfamiliar situations, to
understand the data, to interpret the results of
scientific experiments and to draw rational
conclusions from the given data, not the level of
how much information the students have
mastered.
In fact, most of the exam questions in the IBO
(International Biolay Olympiad - translated from
English as the International Biology Olympiad.
But since the term IBO is accepted as the system
units, it is preferred to use this abbreviation in the
article) mainly focus on thinking, problem solving
and understanding directed. Therefore, prior
knowledge is not required and IBO exams
encourage participants to learn new knowledge
during the competition. Pupils are given the
opportunity to participate in the IBO only once,
sometimes twice (if accepted into the national
team).
Everyone knows that it is impossible to become a
ballet dancer by studying theoretical information
about dancing, reading books. Students need to be
able to think critically and solve problems on
their own, rather than trying to find a list of
strategies that are ultimately available by
studying scientific information about critical
thinking. In the process of preparing for the
Olympiad, if students are engaged in a special test
with a medium level of complexity in the field of
science and a set of complex questions, their
critical thinking ability will gradually develop [4].
In the Olympiad, students are tested on their
ability to understand and apply biological
concepts. Thus, it is necessary to practice and
learn to draw and analyze graphs, diagrams,
pictures and tables. Here are the most important
aspects for developing critical thinking:
Volume 03 Issue 11-2023
362
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
360-364
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Read and understand the question. It is necessary
to collect all the information in the question and
think openly. Highlight, circle, or underline
important parts of the question. The worst thing
to do when solving problems is to read the
question passively and miss the key details. Thus,
it is necessary for the student to develop the skills
of working with a felt-tip pen or pencil.
It is important to understand all terms and words.
For this, the student must have a solid foundation
of biology knowledge. If the student does not
understand the general and more specific terms
and phrases, it will be difficult for the student to
choose the correct answer. In fact, wrong
conclusions in solving problems usually arise
from insufficient knowledge of biology.
Therefore, it is necessary to review biology
textbooks and strengthen knowledge on all
subjects. As a good example, question 12 of the
IBO 2012 Theory Test Part 2 tests knowledge of
the acid growth hypothesis in plants.
It is necessary to analyze the collected data and
create a question. It is necessary to analyze the set
of facts, to find out whether it is necessary to
include or exclude data, to check the methods by
which the facts were obtained. Depending on the
question, one has to check whether the facts are
the result of a well-controlled experiment or just
random observations. It is also necessary to verify
that the experiments are performed correctly and
that the experimental method can lead to valid
results. In biology, different environmental
conditions (e.g., temperature, salinity, sunlight),
habitat, or species sample can alter experimental
results.
Graphs and tables should be analyzed. In fact,
tables and graphs can give readers a lot of
information, so it's important to pay attention to
different trends (increase/decrease/unchanged
numbers). For example, a bell-shaped curve
usually indicates a random sample and a normal
distribution. The sigmoidal curve determines the
change of the environment, and the logistic curve
determines the degree of dissociation of oxygen.
A hyperbolic curve indicates that the ferbs are
saturated or that some environmental limiting
factor is required to maintain the constancy limit.
As occurs in the log phase of bacterial growth,
concave curves with continuously increasing
functions are used. Sine wave-like curves are
usually associated with negative feedback
mechanisms. The reader needs to guess why such
lines appear and what they might mean in the
question paper. It is not appropriate to use
personal feelings when analyzing graphs and
tables with specific data. It is necessary to draw
conclusions only from the given information. To
find out where to apply this recommendation, you
can analyze question 12 in part A of the IBO 2014
theory test[5].
It is necessary to think about causes and
consequences. It's easy to do, but the most
obvious answer is usually not the right one. When
submitting an Olympiad paper, one should stop
being simplistic and consider all possible factors
and their contribution to the conclusion. One
should avoid looking at the questions from two
perspectives like good or bad. Biology is a vast
and very diverse field, so you should always look
for a third or fourth opinion or opportunity.
Volume 03 Issue 11-2023
363
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
360-364
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Beware of misleading information! The structure
of the questions asked in the Olympiad, using
excessively
luxurious,
voluminous
and
misleading information, in many cases confuses
the student. That is, during the reading of the
sentence from the beginning to the end, very long
sentences, numbers or formulas also cause loss of
time in some cases. (some scientific information
and evidence can also be asked as a misleading
question in an illogical situation).
When analyzing some data in the tasks, it is
necessary to pay attention to distinguishing the
correlation relationship. It is known that
Correlation represents the interdependence of
signs in the whole organism. But in many cases
there is a private separation at the root of this
unity. The reader can easily be distracted by some
obvious correlations, but it is worth remembering
how changes can occur in biology as a result of the
influence of several factors. At one time, the idea
that HRT could reduce the risk of coronary heart
disease (CHD) was praised. However, subsequent
randomized trials have not found an association
between cardiovascular disease and HRT. So why
did people think differently before? It found that
HRT was generally prescribed to women of higher
socioeconomic status, who had better diet and
exercise, which helped reduce their risk of
cardiovascular disease.
Learning to critically analyze some of the
information given during assignments. In order to
critically analyze the student, it is first necessary
to master critical thinking. Critical thinking is a
special type of thinking that creates conclusions
by analyzing facts. The concept is complex and
has various definitions, including rationality,
skepticism, objective analysis, and fact-checking.
Critical thinking is a form of thinking that is self-
directed, self-disciplined, self-monitored, and
self-correcting. Its prerequisite is to agree to strict
standards of consciousness improvement and to
apply them with vigilance. It requires the
acquisition of effective communication and
problem-solving skills through critical thinking
and critical analysis[3].
Using the information in the question, the reader
can often rule out certain statements or narrow
down the answer options. Be careful with the
following statements in options:
-
It is required not to be distracted by additional
information that contradicts the basic concept
or the information in the graphs and tables, is
disproportionate, that is, beyond the question,
does not show reality.
-
Simple, i.e., illogical concepts whose answers
seem too obvious or too simple, contradict
vague or general biological truths.
In the Olympiad, in some cases, options for
problematic questions with a high level of
complexity for the student are given. The student
should think, analyze and guess when solving the
information presented in the question using his
knowledge and skills. In the next step, they are
asked to sort out the wrong answers and think
about the options that are supposed to be correct.
Only then, there may be opportunities to find
solutions to new, not yet encountered,
problematic questions. To implement all these
recommendations, it is necessary to take
Volume 03 Issue 11-2023
364
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
11
Pages:
360-364
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
previously used Olympiad questions and analyze
each question step by step. The next skill,
Problem Solving Skills, is closely related to the
recommendations on critical thinking. In fact,
these two skills are inseparable and complement
each other in the biology science Olympiad, and at
the same time, they serve to effectively solve the
problems given to the student to develop critical
thinking.
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academic lyceums".
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