Volume 03 Issue 11-2023
105
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
105-111
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In this article, the teaching methodology based on the integrative approach to the teaching of topics from the
department of molecular biology, as well as the types of synchronous and asynchronous integration and the
methodical features of the implementation of integration are explained.
KEYWORDS
Integration, horizontal, diagonal, vertical, synchronous and asynchronous, interoection, synectics, coherence,
molecular biology, physics, chemistry.
INTRODUCTION
Fundamentally reforming the content and quality of
education at all stages of the continuous education
system on a global scale, training competitive
personnel on this basis, and raising a mature
generation are defined as one of the important
strategic directions. Attention to the education system
is recognized as the foundation for the development of
the economy of all developed countries.
In the concept of development of the public education
system of the Republic of Uzbekistan until 2030, as a
result of qualitatively updating the content of the
continuous education system, as well as training
professional personnel, improving the teaching
methodology, and gradually applying individualized
principles to the educational process, priority tasks are
set for raising intellectually developed young
generation, aligning the criteria for evaluating the
quality of education in general secondary schools with
international standards, in-depth study of all subjects,
including biology. The team of pedagogues working in
Research Article
METHODOLOGY OF TEACHING SUBJECTS OF THE DEPARTMENT OF
MOLECULAR BIOLOGY BASED ON AN INTEGRATIVE APPROACH
Submission Date:
November 09, 2023,
Accepted Date:
November 14, 2023,
Published Date:
November 19, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue11-21
Akida Valikhanova
Doctoral Student, Tashkent State Pedagogical University Named After Nizomi Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
106
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
11
P
AGES
:
105-111
SJIF
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FACTOR
(2021:
5.
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(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
secondary schools and future teachers bear a great
responsibility in performing these tasks.
THE MAIN RESULTS AND FINDINGS
It is known that if we take a look at the history of the
development of biological science, like all sciences, by
the 20th century, as a result of its differentiation
according to its objects of investigation, new "Botany",
"Zoology", "Human anatomy" and physiology",
"Developmental biology", "Genetics", "Microbiology",
"Molecular biology" and many other branches have
been created. He began to study various aspects of his
inspection objects. But in the 21st century, as a result of
the study of objects at the molecular level, mastering
the secrets of science in the literal sense, the power of
only one science is not enough, that is, the need for
integrated
education
has
been
significantly
highlighted, and integrated education It has been
found that lim performs important functions. Because
it has been proven in educational practice that it is
necessary to use the achievements of various sciences
in order to thoroughly master the basics of science and
fully understand the essence of biological processes
occurring in living organisms.
In the process of fundamental reform of the education
system based on the improvement of the quality of
education in our country, the implementation of
interdisciplinarity is even rising to the level of state
policy. A number of laws and decisions are being
adopted by our government in this regard. On August
12, 2020, President Sh.M. Mirziyoyev adopted the
decision "On measures to increase the quality of
continuous education and the effectiveness of science
in the fields of chemistry and biology" is a practical
proof of our above opinion. Also, according to
paragraph 4 of the annex to the decision of the
President of the Republic of Uzbekistan No. PQ-4884
of November 6, 2020 "On additional measures to
further improve the education system" ra "Ensure the
continuity
of
preschool,
general
secondary,
professional and higher education curricula and
subjects".
With the efforts of scientists, professors and teachers
working in the continuous education system of our
country to fulfill these tasks, the "National Curriculum
of the Republic of Uzbekistan for Continuous
Education" in Biology was prepared. The integrity of
preschool, general secondary, academic lyceum,
primary professional and higher education programs
was ensured in this Ministry of Education. This is
definitely one of the wide range of practical works and
serves to train fully qualified personnel. Along with
these works, ensuring the integration of the sciences
that must be studied at the molecular level with the
sciences that have the same object of study is one of
the urgent problems of today.
To solve this problem, the future biology teacher
should first of all have knowledge and skills about
integration and integrated knowledge. Secondly, it is
necessary to have planned a work oriented to this goal,
methodically based, and having a scientific orientation.
Thirdly, it is important to be able to choose integrative
materials that justify the scientific significance of
educational materials, and be able to apply them in
practice.
Future teachers should form their own understanding
of integration with subjects. From this point of view, it
is appropriate to dwell on the methodological features
of the integration of sciences. In the process of
teaching subjects, the process of forming integrative
knowledge of future teachers is formed in pedagogical
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International Journal of Pedagogics
(ISSN
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ISSUE
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
practice mainly in three directions: cognitive,
conceptual, integrative model (Table 1).
Table 1
Directions of the integrative knowledge formation process
Cognitive
Conceptual
Integrative
Introjection is the student's acceptance
of the acquired knowledge into his inner
world with integrative motives based on
his individual capabilities.
Synectics is a generalization of the
conceptual features of educational and
cognitive activities carried out in various
subjects.
Coherence is a scientific-cognitive
placement of integrative and flexible
didactic processes in sequence with
each other of all elementary principles in
biological sciences.
Fanning
conceptual
historical
aspects,
evolutionary
development
stages, experiences
modern
development
trends.
Horizontal
-
interdisciplinary
(physics,
chemistry,
geography,
technology)
Diagonal - within science
(botany, zoology, Man and
his health)
Vertical-technological:
pedagogical
information
communication
interdisciplinary:
biotechnology,
non-
technology,
cybernetics,
biophysics,
biochemistry,
molecular biology
Interoection is the student's acceptance of the
knowledge he is acquiring into his inner world with
integrative motives based on his individual capabilities.
Students' thinking plays an important role in this
process. The thinking of the individual serves as an
important basis for the formation of special
competences related to the subject and the subject in
the students.
Synectics is a generalization of the conceptual features
of the educational activities carried out in various
subjects. In some activities, this process is also called
"integration". Synectics is the ability to synthesize
knowledge of different plans (of different quality and
different modalities) into a new quality. It is based on
the thinking of human abilities in different processes
that do not have any common connection (flow of
rivers, flow of people, flow of information, etc.).
It is derived from the content of the subject studied in
teaching biology
natural sciences: in the fields of physics, chemistry,
biology, geography, interrelated natural-scientific
ideas, laws and concepts, procedures and methods of
scientific knowledge are used. For example, when
studying the structure, structures, and classification of
proteins in the cell, students use chemistry, and when
studying its function, laws learned in physics are used.
The use of the knowledge, skills and abilities of
students in natural sciences in a new situation
corresponds to the rules of synectics.
Volume 03 Issue 11-2023
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International Journal of Pedagogics
(ISSN
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03
ISSUE
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SJIF
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FACTOR
(2021:
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5.
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(2023:
6.
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OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Coherence, integrative and flexible didactic processes
basically require that all elementary principles in
biological sciences are scientifically and cognitively
placed in a sequence with each other. In the teaching
of molecular biology, an initial idea is formed about
philosophical concepts such as singularity, specificity
and generality. For example, biomolecules in the cell:
carbohydrates, lipids, proteins, nucleic acids all
perform the same general task, regardless of the fact
that they are found in different amounts in different
organisms. Also, in the study of protein biosynthesis,
each gene has intron and exon parts, and only its parts
that store information participate in the translation
process after the splicing event and synthesize the
protein needed by the organism. It is known that
singularity, particularity and generality represent the
individual, specific and general characteristics of
biological objects and processes, as well as the
connection and relationship between them.
Coherence is understood as the interaction of small
systems in the process of creating durable and orderly
structures of new systems. Coherent integration in
teaching is currently the most common type of
integration in the educational process. Coherent model
in general secondary education: chemistry and biology,
physics and biology, physics and chemistry; In higher
education, molecular biology is taught in integrated
courses such as organic chemistry and molecular
physics. On the basis of such integration, on the one
hand, the formation of integrated ideas about the
world of nature, culture and science is achieved, on the
other hand, study time is saved. Such integration
allows not only interdisciplinary (vertical), but also
interdisciplinary
(horizontal)
important natural-
scientific learning, to intensify the pedagogical process
at a high level, to establish meaningful interdisciplinary
integration, and not to copy educational material.
The following technologies for implementing the
coherent model are used: an integrated course is
created according to the content of subjects that
belong to one educational field. Therefore, the weight
that falls on the content of one subject does not fall on
the content of another subject and is distributed
"equally". The analysis of integrative didactics showed
that this integrative process exists in three directions
in terms of organizational methodology, according to
the nature of their didactic and methodical
requirements. These are available as horizontal,
diagonal and vertical integration.
In some sources, there are cases where the study of
integrative methodology and integrative didactics is
equated with the term "harmonization" in Uzbek, and
conclusions are drawn based on them. The content and
nature of the research conducted in developed
countries on integrative didactics and integrative
methodology is an important factor in the application
of integrated technologies of education to the
educational process, and the scientific analysis of these
didactic and methodological integrative models is the
basis of the scientific-methodical work conducted on
the school biology course. it is planned to be
implemented based on its goals and objectives.
Based on the above knowledge, we consider the
methodology of implementing an integrative approach
in teaching the science of "Molecular Biology", which
is included in the curriculum of the 60110901 biology
education. Molecular biology is an elective subject, and
the curriculum allocates 4 credits, i.e. 120 hours, to
study the basics of science. Of this, 28 hours of
lectures, 32 hours of laboratory hours, and 60 hours of
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(2021:
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OCLC
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Publisher:
Oscar Publishing Services
Servi
independent education are allocated. Molecular
biology differs from other subjects included in the
curriculum by its content complexity. It is natural that
this will create a number of difficulties in mastering for
future biology teachers. In particular, the rapid
development of molecular biology and the intensive
increase of information are on the one hand, and on
the other hand, the formation of integrative
knowledge in mastering the content of science and the
methodology of its use in the pedagogical process are
not fully formed.
"Human Anatomy and Physiology", "Methodology of
Biology Teaching", "Immunology" included in the
curriculum of the 60110900-biology education course
in the course of horizontal integration in the course of
teaching subjects from the science of molecular
biology ”, should have mastered the knowledge gained
from the subjects of “Basics of Genomics”.
Diagonal integration should master such subjects as
"Biological chemistry", "Biotechnology", "Biometrics",
"Bionics", "Radiobiology", "Biophysics". In order to
implement vertical integration, it is necessary to
thoroughly study such subjects as "Botany",
"Zoology",
"Developmental
Biology",
"Human
Anatomy and Physiology", "Genetics and Breeding
Basics", "Ecology and Environmental Protection",
"Plant Physiology". they must have mastered.
In the process of implementing an integrative
approach to teaching molecular biology, the above
idea can be enriched with more specific ideas. Types of
interdisciplinary integration are based on the teaching
of molecular biology, which is considered a special field
of knowledge or factual, research work, with natural
sciences, in which synchronous and asynchronous
integrations between general and specific biological
concepts and chemical and physical concepts are
envisaged. is caught. Synchronous integration means
inter-course parallel connections (organic chemistry,
general physics, higher mathematics, etc.) based on
the
program
and
curriculum.
Asynchronous
connection - topics of academic subjects are cross-
curricular by using the knowledge acquired in previous
courses based on the program and curriculum
("Botany",
"Zoology",
"Human
anatomy
and
physiology", "Biochemistry, "Genetics and selection" )
is understood as the connection of academic subjects.
Pedagogical observation and experience - our test
works, as well as existing methodical literature in this
regard, it was determined that the selection of
integrative materials in the process of teaching
molecular biology should have the following didactic
criteria and features:
the integrative knowledge chosen in the teaching of
molecular biology should be appropriate to the
subject, clearly cover its essence and characteristics;
the selected integrative knowledge should allow
students to comprehensively research the studied
object and thereby help students to form a scientific
outlook, understanding of the integrity of the universe,
and interest in the basics of science; the selected
integrative materials should have their own
characteristics for each subject, the selected
integrative materials in the teaching of molecular
biology should have a prospective content that meets
the requirements of today's knowledge.
CONCLUSION
In the process of teaching the topics of the molecular
biology department, it is advisable to choose
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Publisher:
Oscar Publishing Services
Servi
integrative knowledge based on the following
principles:
appropriateness of teaching; taking into account the
age, psychological and physiological characteristics of
students; cover materials that are new to the student
and increase their interest in research; be explained in
a simple, simple language that the reader can
understand; it should include the knowledge that
serves the formation of scientific concepts in the minds
of students.
Therefore, the future teacher must not only collect
integrative materials related to the topics in the
program, but also systematize them, find the
necessary approaches and methods to use them in
class and extracurricular activities..
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