Volume 02 Issue 04-2022
56
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
04
Pages:
56-65
SJIF
I
MPACT
FACTOR
(2022:
5.
917
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article covers current issues of using new information and communication technologies in teaching the course
“Methods of teaching biology” at universities. The principles and criteria for the selection and use of computer
tools, the conditions of their integrated use are given.
KEYWORDS
Activation of student learning activities, increase of educational efficiency, didactic functions of technologies,
computer means, favorable conditions, principles, criteria.
INTRODUCTION
Numerous works of Methodist scholars have been
devoted to the choice of traditional teaching aids, and
this issue is much more elaborated today. [1-4].
The problem of using YATV in the educational process
attracts the attention not only of researchers in the
field of pedagogy and psychology, but also of all
specialists in society, employees of the education
system. Currently, the IEEE P / 484.1 / D8 standard has
been developed by the International Organization for
Standardization (ISO) for licensing information
systems in education.
However, the issue of the use of YaATVs in education
has not been sufficiently developed by didactics and
methodologists in the following decades. principles of
Research Article
ISSUES OF USING NEW INFORMATION AND COMMUNICATION
TECHNOLOGIES IN TEACHING THE COURSE "METHODS OF TEACHING
BIOLOGY" AT UNIVERSITIES
Submission Date:
April 18, 2022,
Accepted Date:
April 25, 2022,
Published Date:
April 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue04-10
U.I.Obidjanov
Lecturer, Fergana State University, Uzbekistan
M.Nishonov
Professor, Head Of The Department Of Fergana State University, Uzbekistan
Journal
Website:
https://theusajournals.c
om/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 04-2022
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International Journal of Pedagogics
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VOLUME
02
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Pages:
56-65
SJIF
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(2022:
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OCLC
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1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
selection and use of conditions of their complex
application and the criteria were left out of the
scholars ’attention (except for some points in the
work devoted to other problems).
In determining the main categories that define the
characteristics of the creation, selection, role and use
of the means of IED in the educational process, they
can be divided into the following groups:
1) sanitary-hygienic and ergonomic requirements;
2) didactic and methodological principles (defined for
the traditional educational process).
3. Psychological-pedagogical, didactic, methodological
requirements for the creation and use of DPVs.
4. Principles of computer training.
MATERIALS AND METHODS
Sanitary-hygienic and ergonomic requirements are
sufficiently detailed in the normative documents and
in the work of researchers.
We will consider separately the principles of effective
use of traditional teaching aids and new information
technology tools in teaching the course of biology
teaching methods.
In particular, according to J.O. Tolipova [5-6], a wide
range of information technology capabilities provides:
- facilitates the free access of each student or teacher
to the information that forms the subject of study at
the institution;
- ensuring reliable storage and necessary processing
of information;
- able to manage reliable feedback and cognitive
activity;
- allow teachers and students to work independently,
creatively, including original research activities;
- providing individualization and differentiation of
teaching, taking into account the innate abilities and
developing abilities of students;
- requires the introduction of teaching aids that allow
a wide range of communication between students,
teachers, representatives of different cultures of the
region and the country.
V.A. Smirnov [7] identified the leading ideas that form
the basis for the development of methods for the use
of YATV in teaching biology:
1. Radical change in the content of biological
education in connection with the informatization of
society, as well as advances in medicine, biological
sciences and production based on the use of living
organisms.
2. To form the ability to search and actively use and
analyze all possible sources of biological information
as the main goal of biological education, which is
constantly advancing biological culture.
3. Environmental education as one of the ways to
implement the concepts of sustainable development
and improvement of quality of life; development of
ecological culture in the context of becoming a model
of society in a state of sustainable development in the
joints of the system of continuous biology education.
4. Implement a synergetic approach to the
management
of
learning:
to
organize
the
management of the learning process on the basis of
providing all participants with operational information
about the progress of education and unconditional
compliance with the requirements of physiological,
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psychological and biosocial laws underlying human
behavior.
J. Tolipova puts forward the following requirements
for educational programs [6]:
- flexibility to adjust to a particular learning process;
- Ability to work with control programs or create
(modify) control blocks;
- the ability to update the content, including through
the means of communication (for example, the
Internet);
- completeness of multimedia application;
- Proportionality (plasticity) (the presence of a
teacher-expert unit at the core of the program to
assess the success of each student);
- Database of each student's educational path;
- transparency (possibility of fragmentary use);
- usability (simplicity of use, no requirements for
special knowledge of the teacher).
According to some authors [8], in order to solve the
problem of quality of education, to carry out general
didactic tasks, it is necessary to choose computer-
assisted learning technologies that allow:
1. Integrate team communication and collaboration
with individualized learning.
2. Facilitate the involvement of students in the
solution of the problem of innovative changes in the
system of general biological education, expanding the
communicative-spiritual field of the educational
process.
3. To provide each teacher with the opportunity to
become an author, and at the same time to combine it
with the acquisition of pedagogical skills in the theory
of designing an information methodical system of
teaching and the acquisition of design skills and
practical knowledge.
These authors also identified specific principles for
creating integrated teaching environments for
software education:
1. It is advisable to fill the teacher environment with
content that is consistent with the learning objectives
set in the subject area.
2. When choosing the content of training, it is
advisable to take into account the effectiveness of its
computer support.
3. In the teaching environment, a model of the subject
area or event should be presented in such a way that
it not only adequately reflects it, but also most clearly
reveals the structural elements, features, connections
and relationships of the research object that are
important for the stated learning objectives.
4. The content of the software learning environment
should be complete, and the selected model should
reflect the object or event as a whole.
5. In order to fully study an object or event as a
system, it is necessary to provide a tool, tools that
allow to perform operations (works) with structural
elements, symbols, connections and relationships,
including options for modification and improvement
of the model.
6. The content that complements the teacher
environment should include both control material and
issues material (adequate effort) to reinforce the
knowledge, skills, and competencies acquired.
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7. It is advisable to include reference components to
the structure of the teacher system, textual
explanations on the issues of working with the
teacher environment and on issues of the subject area
not intended for study.
8. Methods of monitoring and assessing the level of
knowledge, skills and competencies acquired in the
teacher environment, as well as the possibility of
statistical development and visual representation of
control results should be considered.
One of the most modern textbooks on new
pedagogical and information technologies [8] shows
the following possible models of information teaching
aids:
- computer slide film model;
- encyclopedia model;
- virtual worlds (VD) model.
The creation of computer slideshows requires
adherence to a number of principles:
- The dynamics of the presentation of the text is given
by the teacher (this process can have options-
networks);
- Meeting appeals are allowed;
- The logic of the text is given by the teacher (this
process can have options-networks);
- computer slide film is designed for holistic viewing;
- Computer slide film forces the student to accept his
logic on the study of the material;
- Computer slide film determines the rhythm of the
material and has special audiovisual control of the
perception of the material;
- The program allows the user to create computer
slideshows.
The encyclopedia model includes the following
principles:
- free movement in the text;
- brief (abstract) statement of information;
- It is not necessary to read the text as a whole;
- the information is in the description of the reference;
- use of meeting appeals.
The model of virtual worlds, according to the authors,
can be considered as a further improvement of the
model of computer slideshows, the expansion of its
virtual and didactic capabilities and the introduction
of a number of hypertext-specific principles, such as:
- Free movement on VD;
Some educators point to a problem with the following
condition. Ready-made software tools in the
classroom, often based on the real learning process,
“may not be satisfactory for all educators and all
student audiences. According to the authors, it is
impossible to create a ready-made SP (software
product). On this basis, these authors place the
following requirement on a software product: it
cannot be a finished software product; The need for
subject-oriented environments (SOE) that meet the
following requirements for computer support of
teaching in various disciplines:
- allowing the user to make free efforts and ensure
the diversity and flexibility of the material, content;
support teacher and student initiatives;
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- SOE should consist of objects sorted in different
ways: different types of models, problems, simulators,
tests, videos, teacher scenarios, information and
methodological components;
- SOE should be placed in an instrumental
environment-shell, by means of which the teacher
should be able to combine elements.
Psychological-pedagogical,
didactic
and
methodological
requirements
to
software
pedagogical tools should be based on the following
principles:
- scientific principle;
- The principle of exhibition;
- The principle of conformity to the didactic purpose;
- The principle of completeness, structure and
coherence;
- The principle of stratification of education;
- The principle of continuity and modification;
- The principle of integration and stratification of
knowledge;
- principle of technology;
- The principle of independent activity;
- The principle of cognitive communication;
- The principle of pedagogical ethics;
- The principle of symmetry of communication.
While discussing the principles of programmed
learning, a number of authors have shown that they
can also be applied to computer-based learning:
- Divide the material into small, interconnected and
equal parts, portions, steps;
- activation of students' ability to analyze the
activities, some steps of the programmed text;
- continuous assessment of each student's answer;
- Reflection - students' self-awareness of their own
efforts, self-assessment;
- Empirical verification of programmed texts.
The work of a number of researchers is devoted to
the identification and creation of principles of
programmed and multimedia teaching. [9-10] They
have been systematized and analyzed in detail by the
authors in the following sequence:
1) rational sequence of educational operations;
2) individualization;
3) sharing;
4) immediate feedback;
5) activation of educational activities;
6) algorithmization;
7) rational distribution of study time;
8) change of information environment;
9) virtualization.
A number of researchers [11] pay special attention to
the psychological-pedagogical and methodological
principles and requirements for the organization of
the screen interface. In particular, the following parts
of the interface are distinguished:
- its location in the display of information;
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- organization of "student-computer" dialogue;
- organization of information entry into the computer;
- organization of student response analysis and
system response.
A number of authors have identified the following
principles for creating screen designs:
I. The principle of proportionality - determines the size
of objects and their location in space; the different
objects should be grouped and separated from each
other, rather than randomly placed on the screen. The
number of zones should not exceed 5-7, and for
students of junior vocational colleges - no more than
3. Zones that are connected in meaning but separated
from each other should be seated in the same way.
II. Order (placement of objects on the screen to
organize the movement of the eyes). It is advisable to
make the following developed recommendations
here:
- Place texts for quick reading in the upper left corner,
occupy a quarter of the screen and align on the right
and left edges;
- it is better to place graphic information on the right
side of the screen;
- It is desirable to develop and apply permanent
colors, fonts and layouts for different types of
messages and objects.
III. Accent is the separation of the most important
object that should be considered first. The following
accentuation tools are available:
- Place important messages in the center of the
screen;
- separate important information from the rest of the
information with a blank space;
- bright color, use in large font;
- emphasis added;
- use colored windows with a background.
IV. The principle of balance - shows the uniform
distribution of the optical weight of the image object
across
the
screen.
The
most
important
recommendations here are:
- information should not be collected in one half of
the screen;
- the general title should be centered relative to the
vertical axis of the screen;
- any chromatic color is perceived much heavier than
achromatic) black and white);
- irregularly shaped objects are perceived much
heavier than regular shaped objects;
- large objects on the screen are perceived more
heavily than small objects;
- Lines and objects on a black background appear
closer to the border, and black lines and objects on a
bright background appear farther away.
V. The principle of unity requires that the elements of
the image look as if they are interconnected, that they
are properly matched in size, shape, and color.
The organization of the dialogue between the student
and the computer is also an extremely important
component of the interface. Scientific publications on
this subject describe the following limitations in the
description of communication in relation to the
characteristics of the computer as a technical system:
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- vocabulary development, syntax, standardization of
speech information;
- communication takes place within a limited lexical
reserve, usually free of two different semantic and
spiritual subtleties;
- limited content of the subject of the dialogue;
- lack of expressive means of dialogue between
people;
- the language structure of the message plays a key
role.
The following principles are defined for the dialogue
between the student and the computer:
1) pedagogical orientation of the dialogue;
2) dialogue should promote the development of
student thinking;
3) pedagogical etiquette;
4) diversity of means of communication;
5) the problem of literacy;
6) symmetry of communication.
A special situation arises in the context of the
effective use of traditional teaching aids and new
information technology tools. Here it is necessary not
only to take into account the principles developed for
both the conditions of the traditional learning process
and for computer-based learning, but also to develop
principles for two completely different didactic
environments: traditional virtual environments.
The following principles are proposed by us for the
integrated use of traditional teaching aids and new
information technology tools.
Result and discussion
The principle of rational management of educational
activities is the selection of material content on the
one hand, using traditional means, on the other hand,
using didactic and methodological basis. Here, it is
also important to determine the sequence of use of
this or that tool, taking into account the principles of
teaching and the requirements for the training
equipment. This principle summarizes many of the
principles described below. The definition of this
principle is quite general and can be applied to the
planning and description of any learning process, but
as we discuss, a carefully planned, optimal
combination of teaching aids that helps reduce time
and other costs is important. Of course, the discussion
of the interaction of two different didactic groups of
teaching aids should be done within the framework of
a systematic approach, taking into account intra-
system and inter-system connections. While the set of
teaching aids has a certain degree of integrity, the
biology of professional colleges has a certain
structure that is inextricably linked with the structure
of the curriculum content.
In implementing the principle of duplication of
information, it is important to determine which
information can be provided (needed) using only one
system of teaching aids, and which information can be
provided using both traditional and computer tools.
In the implementation of this principle, it is very
important to take into account the characteristics of
human perception of different forms of information
and their combinations, the age characteristics of
students. The interconnection of different types of
information is inextricably linked with the acceleration
of learning. As V.A. Smironov [7] points out, “the
problem of acceleration has a completely different
meaning, for example, the choice of such types of
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information that their simultaneous assimilation does
not hinder the assimilation of each of them, but helps
as much as possible. In this case, the process of
assimilation of different types of information sets is
characterized by the simultaneous optimization of the
assimilation of each of the types that make up this set.
The principle of duplication of information is
inextricably linked with the principle of substitution of
stimuli described below.
The principle of conformity of a virtual object to a
concrete object should be expressed in terms of how
well the image on the screen corresponds to the
natural object. It is known that there is a big
difference between the perception of real and virtual
objects, which has been repeatedly mentioned in the
psychological-pedagogical
and
methodological
literature. The task of the developer of the software
product is to bring the object described in this case as
close as possible to the concrete object using
multimedia tools. On the other hand, computer tools
offer us many opportunities to model abstract objects
and situations. In the development of methods of
using computer-based teaching aids in biology and
related software, it is necessary to determine in which
cases and to what extent the virtual image should be
modeled on real and asbestos objects and situations.
The principle of switching motors. If the information
coming to one of the analyzers or a group of analyzers
is repeated with the information coming to other
analyzers, the training material can be assimilated
most effectively. In particular, motor activity and
tactile senses are extremely important for students in
grades 5-9 in their knowledge of the world around
them, and in this regard there is a need to strengthen
computer-generated audio, graphic, and textual
information
blocks
with
volumetric
manuals,
especially natural visual aids. For college and academic
lyceum students, theoretical information is more
important, which means that the content and
structure of the information provided to the student
will be different, and the proportion of teaching aids
may be different.
The principle of optimal loading of the student is
logically derived from the previous principle. Because
the computer tools used in the learning process can
accelerate the process of acquiring, controlling, and
consolidating knowledge, the timing of working with
a particular block of information may also change, or
the amount of material studied may change over time.
Taking this aspect into account will allow you to
optimize the study load, or discuss an issue in depth in
a vocational college program, or spend more time
learning new material. The application of this principle
is associated with the implementation of two very
important didactic principles - the improvement of
teaching and individualization.
The principle of content dominance. The didactic
(especially visual) capabilities of one or another
teaching tool should not mask the information, nor
should it overshadow the biological material. The
logic of using the learning equipment should be
consistent with the logic of the learning content and
should not distract from the material being studied.
On the other hand, in some learning situations, the
situation may be different: a new high-tech teaching
tool not only helps to develop self-interest, but also
encourages the student to be interested and active in
biological material. It is necessary to take into account
these aspects in the planning of the educational
process and create a system of teaching aids for a
certain stage of the educational process, giving
priority to knowledge, skills and abilities in the
subject.
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The essence of the principle of a single source of
information is the use of different teaching aids in
such a way that the educational information coming
through these teaching aids becomes a single stream
to the student, rather than several streams at once.
This is necessary for maximum focus on a particular
learning material, as it is difficult to assimilate
information while working with a textbook at the
same time and, for example, watching a training video
fragment and often shifting focus from one learning
tool to another, resulting in logic of presentation but
sometimes it is not possible. Simultaneous work with
computers and traditional natural (natural) visual
materials in relation to the combined use of
traditional and computer-based teaching aids (except
for the use of some types of educational activities
with natural objects), for example, identification of
plant or animal species using electronic detectors or
textbooks simultaneous work is problematic enough
for the above reason and also for major and minor
difficulties (e.g. placing natural handouts, textbooks,
teaching aids, etc. on a small computer desk in
addition to the computer and the devices connected
to it).
The principle of complementarity and non-
contradiction states that the educational information
provided to students by the same means should not
contradict the information coming from other means,
where computer images and images of natural objects
and events are described more than evidence-based
inconsistencies (although this is often observed in the
learning process) (by the way, even traditional visual
aids) is about adequacy and comprehensibility.
The principle of division and replenishment of didactic
possibilities is that the rational and simultaneous
effective use of different gender teaching aids is
possible only under the conditions of clear limits and
consideration of didactic possibilities provided by
these means.
The principle of rational step-by-step learning
information. As mentioned above, the technology of
integrated use of teaching aids is based on the
separation of material into individual components -
steps and the identification of direct teaching
methods and tools for them, as shown in the work of
a number of researchers.
In our view, this can be distinguished as a separate
principle. The existing differences between these two
groups of tools (not only didactic but also purely
organizational) in the effective use of traditional and
computer-based teaching aids in lesson planning: how
the transition from one learning device to another
occurs or how to work with two or more tools must
be kept in mind. Of particular importance is the
exchange of teaching aids that provide information in
different forms and for different analyzers.
CONCLUSION
1.
Thus, the computerization of teaching the course
of biology teaching methods is considered as the
most modern trend in the development of
didactics and concrete methods.
2.
Regardless of the level of computer equipment
of the audience, the central role is played by the
professor-teacher, who regulates the interaction
of "student-computer" in the context of general
computer literacy, mastering the methodology
and methodology of the educational process.
3.
Mastering the methodology, principles and
methodology of computer training should be one
of the central requirements of the biography
teacher's professional profile and an invariant of
the qualification description.
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4.
The use of computer technology in the classroom
and
extracurricular
activities
should
be
comprehensive,
and
at
the
same
time
differentiate between different means of
computers and their combination of other means
of teaching, depending on the goals and content
of the lesson (lesson) and its stages. should be
increased.
5.
The formation of the algorithmic culture of
students should be carried out in the process of
conducting laboratory classes and workshops,
starting with the use of algorithmic forms of
abstract writing in each lesson, both in machine
learning and non-machine learning.
6.
Since the computer is in fact a component of the
whole set of technical means of teaching, the
basic didactic requirements for the integrated
use of modern means of teaching and education
apply to the links of continuous biology
education.
7.
Due to the fact that computer-based learning is in
fact an analogue of programmed learning and
provides a wide range of capabilities and high
quality of flexibility, the general principles of
programmed learning also apply to computer-
based learning.
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