International Journal of Pedagogics
68
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue02 2025
PAGE NO.
68-75
10.37547/ijp/Volume05Issue02-20
Types of natural science training for biology specialists
Raupova Mekhrinigor Khaidarovna
Associate Professor of General Sciences, Asian International University, Uzbekistan
Received:
09 December 2024;
Accepted:
11 January 2025;
Published:
13 February 2025
Abstract:
The article presents a comprehensive structure for training biologists, covering fundamental theoretical,
practical laboratory, field, research, methodological, information and communication, innovative,
entrepreneurial, ecological and environmental training. The goals, content, methods and technologies of each
type of training are described, which allows to form a comprehensively developed specialist, capable of
successfully working in various fields of biology and solving complex problems facing modern society. The
proposed structure involves the integration of various types of training throughout the entire training, as well as
taking into account the individual needs and interests of students.
Keywords:
Training of biologists, training structure, fundamental training, practical training, biological education,
teaching methods, educational technologies.
Introduction:
In the modern world, where biology and
ecology play a key role in addressing global issues, the
natural science training of biology specialists becomes
particularly significant. In the context of international
assessment programs such as PISA (Programme for
International Student Assessment), the necessity for
high-quality natural science training that can ensure
the competitiveness of graduates in the global labor
market becomes evident. This training serves as the
foundation for developing the professional skills and
knowledge necessary for a successful career in science,
education, and environmental protection. This article is
dedicated to examining the main types of natural
science training for biology specialists, analyzing their
role in forming competent professionals capable of
effectively addressing current challenges in biology and
ecology, as well as contributing to the sustainable
development of society and the preservation of the
environment, considering modern requirements for
scientific literacy defined by international standards,
including PISA.
Literature review
The problem of natural science training for biology
specialists has attracted the close attention of both
domestic and foreign researchers. An analysis of the
scientific literature allows us to highlight several key
areas of research in this field.
Fundamental research in the area of natural science
training is represented by the works of scholars such as
V.I.
Vernadsky,
A.A.
Pogrebnyak,
and
S.U.
Goncharenko. Their works laid the methodological
foundations for understanding the essence of natural
science education and its role in forming a scientific
worldview [1].
Significant contributions to the development of
theoretical aspects have been made by: N.E.
Kuznetsova
—
research on the methodology of natural
science education; I.D. Zverev
—
the theory of
interdisciplinary integration in natural science training;
O.M. Atutov
—
concepts of practice-oriented learning
[2].
Modern
research
pays
special
attention
to
methodological approaches to natural science training.
The works of L.S. Vygotsky, A.N. Leontiev, and other
scholars reveal the psychological and pedagogical
mechanisms for forming natural science competencies
[3].
Key areas of research include: Competency-based
approach (works of V.A. Bolotov, V.V. Serikov);
Student-centered
learning
(works
of
I.S.
Yakimanskaya); Systemic-activity approach (research
by A.G. Asmolov) [4].
A special place in the literature review is occupied by
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International Journal of Pedagogics (ISSN: 2771-2281)
studies related to international standards for assessing
scientific literacy. The works of foreign scholars such as
A. Schleicher and D. McKnight are dedicated to
analyzing the PISA program and its impact on the
development of natural science education [5].
Domestic researchers G.S. Kovaleva, A.A. Pinsky, and
I.D. Frumin consider the adaptation of international
approaches to the Russian education system [6].
Practical aspects of natural science training are
presented in the works of: M.A. Ponomareva
—
methodology of field research; V.P. Solomin
—
integration of theoretical and practical training; E.A.
Kriksunov
—
innovative methods of teaching biology
[7].
A significant div of research is devoted to the
ecological component of natural science training: N.N.
Moiseev
—
the concept of sustainable development;
A.N. Zakhlobny
—
ecological education; I.T. Suravegina
—
the formation of ecological culture [8].
Contemporary research (works by S.R. Bogdanov and
A.L. Andreev) focuses on [9]:
−
Digitalization of natural science education.
−
Integration of artificial intelligence into
educational processes.
−
Development of distance learning formats.
An analysis of the scientific literature shows that the
natural science training of biology specialists is a
complex, multifaceted system that requires constant
development and improvement. Despite the significant
volume of research, the following questions remain
relevant:
−
Full integration of theoretical and practical
training.
−
Adaptation of international standards to the
Russian educational system.
−
Development of innovative teaching methods.
Formation of proactive natural science training that
meets modern challenges and technological trends
[10].
The literature review demonstrates the need for a
comprehensive, interdisciplinary approach to the
natural science training of biology specialists, taking
into account both fundamental scientific principles and
modern educational technologies. This means that
effective training requires first clearly defining and
forming the main types of natural science training that
will consider both fundamental scientific principles and
modern educational technologies.
METHOD
The formation of these types of training should be
based on the analysis of existing approaches,
identifying their strengths and weaknesses, as well as
taking into account modern trends and challenges in
the fields of biology and education. This will allow for
the creation of a training system that meets the needs
of the modern labor market and provides graduates
with the necessary competencies for successful
professional activity. Based on the literature review
and current trends in education, the following main
types of natural science training for biology specialists
can be identified and formed (Table 1):
Table 1
Types of natural science training for biology specialists
Ty
pe
o
f
tra
ini
n
g
Goal
Content
Methods
Technologies
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F
undament
a
l th
eo
re
ti
ca
l tr
a
ini
n
g
To ensure a deep
understanding of
basic biological
concepts and laws,
as well as to form a
scientific
worldview.
Study of
fundamental
disciplines
(cytology,
genetics, molecular
biology, ecology,
physiology,
anatomy,
biochemistry, etc.)
with an emphasis
on modern
scientific
achievements
(genomics,
proteomics, etc.).
Lectures
(interactive, with
case studies),
seminars,
discussions,
working with
scientific
literature, using
multimedia
resources (virtual
models,
animations).
Online courses
(MOOC), virtual
laboratories,
interactive
textbooks with
augmented
reality,
collaborative
work platforms,
learning
management
systems (LMS).
P
ra
ct
ica
l l
a
b
o
ra
to
ry
trainin
g
To develop skills
in working with
modern laboratory
equipment,
conducting
experiments, and
analyzing data, as
well as to form a
culture of safety in
the laboratory.
Performing
laboratory work in
basic biological
disciplines using
modern methods
and equipment
(PCR, sequencing,
cell technologies,
etc.).
Laboratory
sessions, practical
classes, master
classes, group
work, individual
projects.
Virtual simulators
of laboratory
processes,
automated data
collection and
analysis systems,
3D models of
biological
objects,
laboratory
information
management
systems (LIMS).
F
iel
d p
ra
ct
ice
a
nd
eco
lo
g
ica
l tr
a
ini
n
g
To develop skills
for working in
natural conditions,
studying
ecosystems, and
assessing the
ecological state of
the environment,
as well as to foster
ecological thinking
and responsibility.
Conducting field
research, collecting
samples, observing
living organisms,
participating in
environmental
protection
activities (forest
restoration, water
div cleaning).
Field trips,
expeditions,
ecological
projects, work in
reserves and
national parks,
organizing
ecological camps.
Use of GPS
navigators,
drones for
monitoring,
software for
geographic data
analysis (GIS),
mobile
applications for
collecting field
information.
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R
es
ea
rch tr
a
ini
n
g
To develop
research
competencies, the
ability to formulate
scientific
questions, develop
hypotheses, and
conduct scientific
research.
Participation in
scientific projects,
writing course and
thesis papers,
preparing scientific
publications,
participating in
conferences,
internships in
scientific
laboratories.
Working in
scientific
laboratories,
scientific
consulting,
seminars on
research
methodology,
master classes on
writing scientific
articles.
Use of
specialized
software for
statistical data
analysis,
bioinformatics,
access to
scientific
databases, data
exchange
platforms.
M
etho
d
o
lo
g
ic
a
l and
peda
g
o
g
ic
a
l tr
a
ini
n
g
To develop
teaching skills in
biology, create
educational
materials, and use
modern
educational
technologies.
Study of
pedagogical
theories and
methods,
development of
curricula and
lesson plans,
conducting trial
lessons, using
interactive
teaching methods.
Lectures,
seminars, training
sessions,
pedagogical
practice, master
classes from
experienced
educators.
Use of interactive
whiteboards,
multimedia
presentations,
online learning
platforms,
development of
electronic
educational
resources.
Inf
o
rm
a
ti
o
n and
co
m
m
uni
ca
ti
o
n tr
a
ini
n
g
To develop skills
for effective
information
management, use
of modern
communication
technologies, and
presentation of
scientific results.
Mastering methods
for searching,
analyzing, and
processing
information, using
software for
creating
presentations and
scientific
publications,
participating in
online discussions.
Training sessions,
seminars, master
classes,
independent
work, project
completion.
Use of search
engines,
databases,
software for
image and video
processing, online
communication
platforms.
Inno
v
a
ti
v
e
a
nd
entrepre
neur
ia
l
tra
ini
n
g
To develop skills
for
commercializing
scientific
developments,
creating startups in
biotechnology and
environmental
protection.
Study of the basics
of economics and
management,
intellectual
property,
marketing and
sales, development
of business plans.
Lectures,
seminars, training
sessions, case
studies, business
games, working
with mentors.
Use of software
for financial
modeling, market
analysis, project
management.
This table provides a comprehensive overview of
various aspects of training for biology specialists,
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emphasizing the importance of integrating knowledge
and skills for their successful professional activity.
Based on the presented table, the following structure
for training biology specialists can be proposed, which
integrates all key types of training and ensures the
comprehensive
development
of
professional
competencies (Table 2):
Table 2
Structure of training for biology specialists
T
yp
e of
T
rain
in
g
Goal
Content
Methods
Technologies
I. Fu
n
d
am
en
tal Th
eor
etic
al T
rain
in
g
(1
-2 ye
ar
s)
To lay a solid
foundation of
knowledge in
basic biological
disciplines and
to form a
scientific
worldview.
Study of fundamental
disciplines: cytology,
genetics, molecular
biology, ecology,
physiology, anatomy,
biochemistry, etc.
Emphasis on modern
scientific achievements:
genomics, proteomics,
bioinformatics, systems
biology.
Interactive lectures
using case studies and
problem-based
learning. Seminars
and discussions to
develop critical
thinking. Working
with scientific
literature (including
English-language
sources). Using
multimedia resources
(virtual models,
animations, video
lectures).
Online courses
(MOOC) for self-study.
Virtual laboratories for
conducting experiments
in a safe environment.
Interactive textbooks
with augmented reality
elements for visualizing
complex concepts.
Platforms for
collaborative project
work. Learning
management systems
(LMS) for organizing
the educational process.
II. Pr
ac
tic
al
L
ab
or
ator
y T
rain
in
g (2
-4 ye
ar
s)
To develop
skills in working
with modern
laboratory
equipment,
conducting
experiments,
and analyzing
data, as well as
to form a culture
of safety in the
laboratory.
Performing laboratory
work in basic biological
disciplines using modern
methods and equipment:
PCR, sequencing, cell
technologies,
immunochemical
methods, mass
spectrometry, etc.
Mastering microscopy
methods (light, electron,
confocal), cell and
microorganism
cultivation, biochemical
analysis, etc.
Laboratory sessions
and practical classes
under the guidance of
experienced
instructors. Master
classes from leading
scientists and
specialists. Working
in small groups to
exchange experiences
and develop teamwork
skills. Completing
individual projects to
consolidate acquired
knowledge and skills.
Virtual simulators of
laboratory processes for
practicing equipment
handling skills.
Automated data
collection and analysis
systems to enhance
experimental efficiency.
3D models of biological
objects for visualizing
complex structures.
Laboratory information
management systems
(LIMS) for organizing
and storing data.
Robotic complexes for
conducting
experiments.
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III. Fi
eld
Pr
ac
tic
e an
d
E
cologi
cal T
rain
in
g (2
-4
ye
ar
s)
To develop
skills for
working in
natural
conditions,
studying
ecosystems, and
assessing the
ecological state
of the
environment, as
well as to foster
ecological
thinking and
responsibility.
Conducting field
research (botanical,
zoological, ecological).
Collecting samples and
observing living
organisms in their natural
habitats. Participating in
environmental protection
activities (forest
restoration, water div
cleaning, pollution
monitoring, etc.).
Field trips and
expeditions (including
international ones) to
study various
ecosystems.
Ecological projects (in
collaboration with
environmental
organizations) to
address specific
ecological problems.
Working in reserves
and national parks to
study protected areas.
Organizing ecological
camps for conducting
research and
educational activities.
GPS navigators for
location determination
and orientation in the
field. Drones for
monitoring ecosystem
conditions and
identifying pollution.
Software for geographic
data analysis (GIS) for
creating maps and
models. Mobile
applications for
collecting field
information and species
identification. Sensors
for measuring
environmental
parameters
(temperature, humidity,
pollution, etc.).
IV. R
ese
ar
ch
T
rain
in
g (3
-4 ye
ar
s)
To develop
research
competencies,
the ability to
formulate
scientific
questions,
develop
hypotheses, plan
and conduct
scientific
research, as well
as to present and
defend the
obtained results.
Participation in scientific
projects (within the
university or in
collaboration with other
scientific organizations).
Writing course and thesis
papers. Preparing
scientific publications
(including in
international journals).
Participating in
conferences (including
international ones).
Internships in leading
scientific laboratories.
Working in scientific
laboratories under the
guidance of
experienced research
supervisors. Scientific
consulting for expert
assistance. Seminars
on research
methodology to study
the principles of
planning and
conducting research.
Master classes on
writing scientific
articles and preparing
presentations to
develop presentation
skills. Organizing
scientific schools and
summer camps for
exchanging
experiences and
knowledge.
Specialized software for
statistical data analysis
(R, SPSS).
Bioinformatics tools
(BLAST, ClustalW) for
analyzing genetic data.
Programs for modeling
biological processes
(COPASI). Access to
scientific databases
(PubMed, Web of
Science) for
information retrieval.
Platforms for data
exchange and
collaborative work
(GitHub).
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V. M
ethod
ologi
cal an
d
Pe
d
agogical T
rain
in
g (4
ye
ar
s)
To develop
teaching skills in
biology at
various
educational
levels, create
educational
materials, and
use modern
educational
technologies, as
well as to
enhance
pedagogical
mastery and a
creative
approach to
teaching.
Study of pedagogical
theories and methods
(active learning,
problem-based learning,
project-based learning,
flipped classroom, etc.).
Developing curricula and
lesson plans. Conducting
trial lessons (using video
analysis and feedback).
Using interactive
teaching methods
(games, discussions,
debates, case studies).
Creating electronic
educational resources
(presentations, video
lessons, tests,
simulations).
Lectures and seminars
on pedagogy and
teaching methodology
in biology. Training
sessions to develop
pedagogical skills.
Pedagogical practice
in schools and
universities. Master
classes from
experienced
educators.
Participation in
pedagogical
conferences and
competitions.
Interactive whiteboards
for conducting lessons.
Multimedia
presentations for
visualizing educational
material. Online
learning platforms
(Moodle, Coursera,
EdX) for organizing
distance learning.
Developing electronic
educational resources
using specialized
software (Articulate
Storyline, Adobe
Captivate). Creating
virtual excursions and
laboratory work.
VI. In
for
m
ation
an
d
Com
m
u
n
icat
ion
T
rain
in
g
(t
h
rou
gh
ou
t t
h
e tr
ain
in
g)
To develop
skills for
effective
information
management,
use of modern
communication
technologies,
and presentation
of scientific
results in
various formats
(oral, written,
visual), as well
as to foster
digital literacy
and online
communication
culture.
Mastering methods for
searching, analyzing, and
processing information
(using databases, search
engines, library
resources). Using
software for creating
presentations
(PowerPoint, Prezi),
scientific publications
(LaTeX, Microsoft
Word), and websites
(HTML, CSS,
JavaScript). Participating
in online discussions and
webinars. Creating and
maintaining scientific
blogs and social media.
Training sessions and
seminars on
information
technology and
communications.
Master classes on
creating presentations
and scientific
publications.
Independent work on
information search
and analysis.
Completing projects
on creating websites
and blogs. Working in
groups to exchange
experiences and
knowledge.
Using search engines
(Google Scholar,
PubMed) for finding
scientific information.
Accessing databases
(Web of Science,
Scopus) for searching
scientific publications.
Software for image and
video processing
(Adobe Photoshop,
Adobe Premiere).
Platforms for online
communication and
collaborative work
(Zoom, Microsoft
Teams, Slack). Social
media (Twitter,
Facebook, LinkedIn)
for disseminating
scientific information.
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International Journal of Pedagogics (ISSN: 2771-2281)
VII. In
n
ovative
an
d
E
n
tr
ep
re
n
eu
rial
T
rain
in
g (t
h
rou
gh
o
u
t t
h
e tr
ain
in
g,
esp
ec
ial
ly i
n
ye
ar
s 3
-4)
To develop
skills for
commercializing
scientific
developments,
creating startups
in biotechnology
and
environmental
protection, as
well as to foster
innovative
thinking and
entrepreneurial
activity.
Study of the basics of
economics and
management, intellectual
property, marketing, and
sales. Developing
business plans.
Participating in startup
competitions. Internships
in innovative companies.
Lectures and seminars
on economics and
management. Training
sessions to develop
entrepreneurial skills.
Case studies for
analyzing real
business situations.
Business games for
modeling business
processes. Working
with mentors for
expert assistance.
Participating in
acceleration programs
for startup
development.
Software for financial
modeling. Tools for
market analysis. Project
management systems.
Platforms for
crowdfunding and
finding investors.
This structure implies the integration of various types
of training throughout the entire educational process,
allowing for the formation of a well-rounded biology
specialist capable of successfully working in various
fields of biology and addressing complex challenges
facing modern society. It is also important to consider
the individual needs and interests of students,
providing them with opportunities to choose elective
courses and specializations, as well as to participate in
various extracurricular activities (scientific clubs,
conferences, competitions, projects).
CONCLUSION
The presented article details a comprehensive
approach to the training of biology specialists, covering
a wide range of knowledge and skills necessary for
successful work in modern science and practice. It
emphasizes the importance of not only fundamental
theoretical training but also practical skills, field
experience, research work, pedagogical training,
information and communication competencies,
innovative thinking, and ecological responsibility.
The proposed structure for training biology specialists,
which includes eight key areas, allows for the formation
of a well-rounded professional capable of solving
complex problems in various fields of biology and
related disciplines. The integration of different types of
training, the use of modern educational technologies
and teaching methods, as well as consideration of
individual needs and interests of students are
important factors for the successful implementation of
this model.
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