International Journal of Pedagogics
241
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
241-245
10.37547/ijp/Volume05Issue03-69
Technological approaches to developing students' independent
learning skills in biology teaching methods
Isabayeva Mashhurakhon Mukhiddinovna
PhD, Associate Professor of the Department of Biology, Kokand State Pedagogical Institute, Department of Biology, Uzbekistan
Nematov Azimkhon
1st-stage doctoral student, Kokand State Pedagogical institute, Uzbekistan
Received:
29 January 2025;
Accepted:
28 February 2025;
Published:
31 March 2025
Abstract:
This article discusses the specific pedagogical features, methods and tools of the technologies for
developing students' independent learning skills in biology teaching methodology. As we know, in order to provide
students with thorough knowledge of the subjects and develop their scientific worldview, the independent
learning form of teaching has been widely adopted in higher education institutions. Independent learning
increases the effectiveness of the students' learning process. Because through independent learning, students
develop a sense of personal responsibility, develop self-management skills, and prepare them to work as
specialists.
Keywords:
Independent learning, didactic foundations of teaching biology, technologies, professional pedagogical
activity, pedagogical opportunities.
Introduction:
A number of resolutions and decrees
have been adopted in the Republic of Uzbekistan on the
organization of independent education in higher
education institutions. The “Concept for the
Development of the Higher Education System of the
Republic of Uzbekistan until 2030”, approved by the
Decree of the President of the Republic of Uzbekistan
No. PF-5847 dated October 8, 2019, attaches special
importance to the priority areas of systemic reform of
higher education, raising the process of training highly
qualified personnel with modern knowledge and
independent thinking to a qualitatively new level,
modernization of education and development of social
spheres and economic sectors based on advanced
educational technologies, as strategic issues. This
Concept sets the task of "increasing the share of
independent learning hours, developing students'
independent learning, critical and creative thinking,
systematic analysis, and entrepreneurial skills,
introducing methodologies and technologies aimed at
strengthening competencies in the educational
process, directing the educational process towards the
formation of practical skills, and in this regard, widely
introducing advanced pedagogical technologies,
curricula, and teaching and methodological materials
based on international educational standards into the
educational process." Because in the teaching of
biology teaching methods, like all specialized
disciplines, the goal was to develop a methodological
base for the development of independent learning
skills for students and to conduct scientific research on
the basis of an innovative approach to optimizing their
activities, such as independent and creative research.
On August 14, 2009, based on Order 286 of the Higher
Education Commission of the Republic of Uzbekistan,
the “Instructions on the Organization and Control of
Independent Work of Students” were int
roduced. In
recent years, certain pedagogical tasks have been
carried out in the higher education system of our
republic on the organization and conduct of
independent work of students. The basis of these tasks
is aimed at mastering modern methods of student
learning, mastering modern methods of creative and
independent learning, developing creative and
independent learning skills and improving the way of
thinking.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Topic related literature review (Literature review).
General and specific aspects of the independent
activity of future teachers, the issue of studying the
pedagogical process as a holistic system were studied
to a certain extent by M.Ochilov, J.G.Yuldoshev,
R.H.Djurayev, A.Abdullayev; the use of pedagogical
technologies in teaching subjects and their role in
increasing educational efficiency were studied to a
certain extent by N.N.Azizkhodjayev. O.K.Tolipov's
pedagogical technologies for developing professional
knowledge, skills and qualifications of young people in
the vocational education system, Sh.Sharipov's
pedagogical foundations for the formation of inventive
creativity in students in the form of independent
learning [1], Sh.Yunusova's ways of forming
independent educational activity of students in
increasing mathematical literacy were highlighted [2].
Improving the methodology of teaching biology A.T.
Gofurov, S.S. Fayzullaev, J.O. Tolipova [3], the
possibilities of using electronic educational resources in
organizing and conducting independent work in the
process of continuing education I.N. Ibodova [4], O.N.
Sultonova [5], S. Matchonov [6], S.Kh. Yaminova [7],
M.D. Makhmudova [8], the research work of the
pedagogical scientist S. Matjonov is devoted to the
organization of independent work of students, in which
the issues of organizing oral and written creative work
of students in lessons are studied. After all, creative
work and independent activity in the formation of a
spiritually mature generation require free thinking in
itself. Mustaqil tafakkuri, o‘z nuqtai nazariga ega
bo‘lmagan o‘quvchi ijodkor bo‘la olmaydi, mustaqil
faoliyat yuritolmaydi [9]. A.D. Davydovning qayd
etganidek, faoliyat va mustaqillik muammosini hal
qilishda turlicha yondashuvlar mavjud. Ba'zi mualliflar
faollik va mustaqillikni o'quvchilar harakatining
xususiyatlari, boshqalari faollik va mustaqillikni shaxs
xususiyati deb tushunsalar, boshqalari esa ularni
o'qitish usullari va tashkil etishning hosilaviy hodisalari
deb hisoblashadi [10]. Bularning barchasiga qaramay,
o'qitishda kognitiv faoliyatni faollashtirish, nafaqat
bilimlarni egallash jarayonini takomillashtirishga
qaratilgan, balki mustaqillikni talabalarning shaxsiy
xususiyati sifatida shakllanadi.
METHODOLOGY
In the practice of Uzbek and foreign education,
information resources are covered on the basis of a
number of pedagogical approaches in organizing
independent work. Based on this idea, a modern
student develops in the field of variable information
and educational opportunities, and these approaches
are implemented in the educational process in a
combination of specific tools, forms and methods, and
effectively solve the problem of forming their
competencies.
According to the essence of independent work of
students, independent work of students is an integral
and mandatory part of the entire educational process,
it is a type of student activity and is determined by the
educational process. Educational tasks are performed
by the student when performing an educational task
characterized by the corresponding activity. In addition
to the acquired knowledge, skills and competencies,
inspiration and creative imagination; help to form the
knowledge, skills and abilities necessary for solving
cognitive problems, cognitive activity, mental
independence and creative abilities. The formation of
students' theoretical and practical knowledge, skills
and competencies in science is carried out during the
lectures, practical, laboratory and independent study
hours provided for in the curriculum. Students need to
have the skills of planning the process of independent
learning and effective time management. For this
purpose, it is recommended to draw up daily and
weekly study plans for them. Planning will help them
master knowledge gradually.
RESULTS
When providing knowledge to students in the learning
process, it is necessary to strengthen and expand the
subject materials studied independently, and to direct
them to perform independent work. In the subject of
biology teaching methods, it is advisable to implement
students' independent learning activities as follows:
1. Develop students' independent learning skills by
performing short-term independent work in practical
and seminar lessons of the subject.
2. When directing students to independent learning, it
is necessary to strengthen and deepen the knowledge
and skills obtained from the biology teaching
methodology.
4. Independent learning tasks should consist of tasks
that form the basis for the development of students'
creative activity.
5. The teacher should explain the ways to perform
independent tasks step by step, giving methodological
instructions.
6. The teacher ensures that students monitor the
results of independent learning tasks, correct mistakes,
evaluate, and encourage them. In the technology of
independent learning management, the goal of the
lesson is clear, professionally oriented, and the means
and sequence by which this goal will be achieved are
seen as the organizer of the learning process, and the
importance of student activity is given. For this, the
teacher uses various teaching methods and
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
opportunities in the description of the content of the
educational material. The methods used in each lesson
have their own characteristics in the pedagogical
system. The main type of lesson in which the teacher
guides the formation of concepts and actions is
practical lessons, and the methodology for conducting
them depends on pedagogical experience and skills
[11]. The methodology of teaching biology in higher
education provides an advanced perspective on solving
the problem of equipping students with the skills and
qualifications of independent and organized work in
preparing them for pedagogical activity and organizing
their independent work during the learning process for
mastering. “It would be better if the lecture continued
with independent study of the questions by the
students” [12]. The goal of independent education is to
develop the need and ability of future specialists to use
information to search for new knowledge, and on its
basis to create new information. Based on this, the
issues of “independence”, “independent thinking”,
“independent education” and “independent work”
were revealed from a scientific and theoretical
perspective and on the basis of important didactic
requirements for independent education. It identifies
didactic approaches to the event being studied as a
primary source, and considers the ability to
independently solve the problem being studied as one
of the important conditions for the transition of
knowledge to firm confidence.
E. Kryukova indicates the following features of the
formation of independent learning skills in young
people:
Extensive development - cumulative; acquiring new
knowledge; orienting; identifying oneself in culture and
finding one's place in society; complementary -
eliminating shortcomings reflected in the content of
education, filling gaps in the educational process; self-
development - improving consciousness, memory,
thinking, creative qualities;
methodological - negating the narrow focus inherent in
a particular profession;
communicative - establishing certain connections
between science, profession, and also youth;
joint creativity - carrying out creative activities together
with students in a group, finding solutions to existing
problem situations, assisting in creative work,
complementing it;
ensuring independent development - providing
methodological assistance in overcoming difficulties in
the process of independent and free thinking or action,
spiritual support - maintaining a sense of participation
in the organization of intellectual actions of humanity
[14].
In our scientific work, students' independent work
activities were monitored based on the method of
giving various tasks. A variety of educational tasks - the
educational tasks given range from simple to complex,
are coherent and consistent, and the content of each
task is based on the synthesis of knowledge, skills and
competencies acquired during the training session. In
order for students to independently complete such
tasks, it is necessary to form their knowledge and
research skills. Educators are required to follow such
tasks as applying a pedagogical technological approach
to the development of independent learning activities
in students and evaluating the results at the indicator
level. To form such activities, it is necessary to create
situations for independent work. From the analysis of
scientific literature, it is known that although research
has been conducted on the content and essence of
independent learning forms and their organization, the
need to improve the methodological system for
developing students' independent learning skills in
teaching "Biology Teaching Methods" in higher
pedagogical educational institutions determines the
relevance of our research work. Nowadays, in all forms
of education, the use of non-traditional educational
technologies is gaining importance, based on the high
pedagogical skills of the teacher and a new approach to
the
educational
process.
Most
educational
technologies are used in most lessons, laboratories and
practical exercises. However, it has been observed that
the use of a technological approach in organizing
independent learning outside the classroom gives
effective results in developing students' knowledge,
skills and competencies. Technological approaches in
independent learning differ from the lesson process in
the ways and means of their application. It is worth
noting that technologies used for independent learning
are implemented without the participation of the
teacher, that is, in this situation the teacher becomes
an observer. In the textbook "Pedagogical Technologies
in Teaching Biology" by the pedagogical scientist J.O.
Tolipova, the didactic purpose of collaborative learning,
problem-based learning, modular learning, didactic
game technology and design educational technologies
in biology teaching and their specific features of their
use in biology lessons are highlighted based on lesson
designs. During the research, the purpose and content
of these technologies were studied and the advantages
of using design educational technology in developing
students' independent learning skills were identified.
Design technology is not a novelty in world pedagogy,
since it arose on the basis of the design method
developed in the 1920s by the American philosopher
and educator J. Dewey and his student V.H. Kilpatrick.
International Journal of Pedagogics
244
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International Journal of Pedagogics (ISSN: 2771-2281)
J. Dewey proposed organizing education by activating
the students' specific goal-oriented activities, taking
into account their interests and needs. To do this, he
taught students the need to apply their acquired
knowledge, skills and abilities in practice, to show them
ways to use them in their future lives, that is, to teach
theoretical knowledge in connection with practice. In
this process, students acquire new knowledge, skills
and abilities by applying previously acquired
knowledge and skills to solve important problems in
familiar situations [15]. Design technology is the
achievement of the desired result in the process of
solving a problem of practical or theoretical
importance. If a theoretical problem needs to be
designed, a specific solution should be developed, and
if it is a practical problem, specific recommendations
should be developed on the issue of its application in
practice. Advantages of this educational process:
students develop their knowledge and skills
independently.
The improved methods of project-based educational
technology are a creative and scientific research
method that can be implemented through the
following methods, which form the basis for the
development of independent activity of students:
Project method - students identify a problem and
create projects to solve it. This develops their creative
thinking and problem-solving skills.
Individual work - students acquire the skills of working
independently on a given educational task. The student
develops
independent
analytical,
logical
and
comparative skills in the theoretical and practical
process [16].
In order to develop independent learning skills in
students, educational tasks on each topic are given in
the form of creative projects, to a certain extent:
research projects; creative projects; role-playing
projects; practical projects; projects designed to
achieve research and goals.
According to the subject and content of the projects:
projects covering one field of study; projects requiring
interdisciplinary research.
According to the nature of the projects: projects
designed to achieve a specific result; projects designed
to achieve a multi-directional result.
In our research work, a project of educational tasks
designed to achieve a specific result in the
methodology of biology teaching in independent
learning of students was developed and effectively
used in experimental test facilities. In implementing
these tasks, serious attention was paid to the following
aspects:
repeating knowledge-based tasks in biology teaching
methods to prepare students for professional
pedagogical activity, improving the didactic thinking
and professional skills of future biology teachers in the
spirit of creativity and inquisitiveness;
finding and effectively using design methods and
techniques to develop students' acquired knowledge,
skills and qualifications in biology teaching methods;
increasing the ability to act creatively in the content of
learning tasks, which is important to strengthen in
independent learning;
- to form a social, ideological, high worldview in
students by instilling professional ethics - courtesy,
decency, truthfulness, honesty, courage and vigilance,
purity, steadfastness, patience, humility, humanity,
patriotism, justice, fairness, kindness, sincerity, etc.
Successfully solving such problems leads to a high level
of knowledge, literacy, and effective completion of
activities aimed at mastering the secrets of their
chosen profession. Students achieve mastery of
educational activities - through preparation, reading,
learning, consolidation, and independent problem-
solving skills based on creative exercises. In this case,
the teacher needs to know how each student perceives
a new topic. This helps to correctly divide students into
groups, take into account the learning capabilities of
each group, and correctly select differentiated tasks for
independent work.
When teaching students in a differentiated manner,
the importance of their independent work can be
determined as follows:
1. Students get used to working hard and gaining
knowledge in order to consciously complete the tasks
of the subject of study continuously, completely, and
systematically.
2. Students learn to overcome difficulties in mastering
the educational material and work with perseverance
and willpower to achieve their goals.
3. Students' love for the subject, conscious discipline,
interest in work and study are cultivated.
4. Students' mental abilities - thinking, attention,
memory - are developed, and learning and thorough
assimilation of knowledge in the classroom are
ensured.
5. Students learn to apply their acquired knowledge at
a high level in practice. Their activity, independent
thinking, initiative and creativity are formed.
6. Students' socially useful qualities are developed and
greatly contribute to their scientific, cultural, political,
moral, spiritual and aesthetic maturity.
Students' independent learning activities are based on
International Journal of Pedagogics
245
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
the formation of their self-awareness, consciousness,
thinking, and will, and the conscious regulation of their
behavior and their entry into the sphere of social
relations, which creates skills that enable independent
activity and creative activity, which leads to the socially
useful activities of students.
CONCLUSION
In conclusion, it should be said that in the course of the
research work, effective methods and tools were
identified for improving the skills of students'
independent learning in the methodology of teaching
biology based on a technological approach. Educational
tasks and methods of controlling them were identified
that allow students to learn independently. The
effective aspects of independent learning in the
methodology of teaching biology are that it prepares
students for pedagogical activity and forms the basis
for developing the skills of independent and creative
research on themselves.
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