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FOUNDATIONS FOR DEVELOPING FUNCTIONAL LITERACY IN STUDENTS
Mirxalilova Nargiza Akbarovna
Senior Lecturer at Silk Road University of Innovations,
Independent Researcher
Abstract:
This article discusses the theoretical and methodological foundations for developing
functional literacy among primary school students. It provides an overview of the scholars who
have conducted research in the field of functional literacy, explores the various types of
functional literacy, and analyzes how theoretical knowledge can be applied in practice. The
paper also outlines strategies for implementing functional literacy in primary education, stages
for improving students' levels of functional literacy, and the main directions and developmental
stages for enhancing functional literacy.
Keywords:
independent thinking, cognitive activity, functional literacy, TIMSS international
assessment program, PIRLS international assessment program.
Introduction.
Global changes in the field of education require the improvement of functional
literacy among primary school students in line with current developmental trends. The Education
Agenda for 2030, adopted by international organizations and developed countries, emphasizes
the urgent task of "ensuring inclusive and equitable quality education and promoting lifelong
learning opportunities for all." This objective highlights the importance of scientific research
aimed at developing functional literacy among primary school students.
International pedagogical practices demonstrate the need to effectively utilize the integrative
opportunities for assessing and developing functional literacy at the primary level.
Literature Review Related to the Research.
Studies by national scholars such as M. Jumayev,
A. Kudratova, K. Boymenova, U. Inoyatov, B. Khodjayev, M. Vakhobov, O. Qo‘ysinov, and
D.M. Mamatqulov have explored the theoretical and practical foundations for developing
students’ creative activity, independent thinking, and cognitive engagement. Research by I.E.
Shernazarov and D.M. Maxmudova has focused on educational technologies aimed at fostering
functional literacy in students.
Further research by A. Radjiyev, A.A. Ismailov, Kh.J. Daminov, Q.K. Karimberdiyev, G.O.
Tog‘ayeva, N.A. Karimov, Z.A. Kosimova, G.A. Pirimov, D. Asqarova, S.R. Akbarova, D.
Norboyeva, D. Manapova, M. Uralova, B.Q. Haydarov, H.P. Akhmedov, M. Maxsudov, M.
Boymuratova, and E. Tursunov has addressed issues such as participation in international
assessment studies, preparation for such evaluations, the development of scientific literacy
among students, and the design of tasks to determine literacy levels.
In the Commonwealth of Independent States (CIS), scholars such as A.A. Veryayev, M.N.
Nechunaeva, G.V. Tatarnikova, M.A. Kholodnaya, A.A. Leontiev, B.G. Kubaydullaeva, V.P.
Bespalko, I.A. Volodar, A.M. Mitina, B.A. Ananyev, Ch. Kupisiewicz, and others have widely
studied the problems related to functional literacy and its development.
Research on functional literacy in foreign countries, as well as on international assessment
programs such as TIMSS and PIRLS, has been conducted by scholars including Mary Lindquist,
Ray Philpot, Ina V.S. Mullis, Kerry E. Cotter, Victoria A.S. Centurino, Lee R. Jones, Kelly
Martin, R. Tyler, J. Guilford, B.S. Bloom, D. Hiebert, B.P. Bitinas, R.M. Gagne, P.Ya. Galperin,
J.P. Guilford, A.M. Matyushkin, Ch.S. Nosal, and M. Oboro.
Problems.
The regulations of the TIMSS and PIRLS international assessment programs
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highlight the need to improve the pedagogical conditions for developing functional literacy
among primary school students based on national education systems. There is also a necessity to
develop and implement assessment tasks that resemble those found in international evaluation
programs.
Within the framework of this study, an implementation strategy was developed, which is
designed
as
follows:
Functional literacy is defined as the effective application of knowledge, skills, abilities, and
competencies acquired through reading, mathematics, science, financial and computer literacy,
global competencies, and creative thinking in everyday life.
Discussion.
Functional literacy encompasses the following types of literacy:
Reading literacy
Mathematical literacy
Scientific literacy
Financial literacy
Computer literacy
Creative literacy
In this study, we analyzed the concept of functional literacy within three main types and
developed the research methodology accordingly:
1.
Reading literacy
2.
Mathematical literacy
3.
Creative literacy
The characteristics of students’ levels of functional literacy include the following indicators:
Goal setting
Planning
Decision making
Execution
Evaluation of results
The practical application of theoretical knowledge fosters the following abilities in primary
school students:
1.
Development of students’ cognitive abilities
2.
Activation of cognitive and intellectual engagement
3.
Enhancement of self-directed learning skills
4.
Contribution to the formation of universal learning activities
5.
Development of the ability to identify the main idea of a text
6.
Support in analyzing texts from different perspectives
7.
Assistance in evaluating information and learning new concepts
8.
Improvement in comprehension and encouraging individual expression
Implementation Strategies for Functional Literacy in Primary School Students:
1.
Developing more fundamental ideas about functional literacy than currently available
2.
Creating a codifier of learning outcomes and analyzing functional literacy in more detail
by projecting these outcomes across school and university subjects
3.
Clarifying the developmental stages of different components of functional literacy
Stages
of
Improving
Functional
Literacy
in
Primary
School
Students:
Tasks that are solved using knowledge both within and beyond the subject framework should be
based on real-life contexts that students can relate to. Each task should be grounded in a familiar
life situation and require the student to consciously choose an appropriate behavioral model. The
questions should be simple, clearly worded, and translated from everyday language into
academic or subject-specific language. Various forms of information presentation should be used,
such as images, tables, diagrams, comics, and others.
Directions for Improving Functional Literacy:
1.
Reducing the proportion of students who have not reached the highest level of functional
literacy
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2.
Increasing the effectiveness of work with gifted and high-achieving students
3.
Developing metacognitive skills, which are essential for lifelong learning
4.
Fostering learning abilities in all students
Developmental Levels of Functional Literacy:
1.
Low
– The student can handle relatively familiar problem situations, apply well-known
mathematical knowledge directly, and interpret simple texts.
2.
Medium
– The student can describe moderately complex situations encountered in life
but not yet practiced. Several formal methods of processing the information are suggested.
3.
High
– The student can interpret complex and unfamiliar situations, requiring deep
thinking and creative approaches. This includes independently constructing a mathematical
model of the situation, engaging in discussion, and developing appropriate problem-solving
methods.
Methods.
In order to enhance the functional literacy of primary school students, we propose the
use of the “Instagram” method.
Implementation of the method:
Students are divided into 4 or 5 groups. Each group is provided
with a sheet of paper, colored pencils, and pens (it is preferable if the facilitator provides these
materials). All groups receive the same topic. Students are encouraged to express their
understanding of the topic creatively—through writing, poetry, drawings, or any other non-
traditional format. The key requirement is a creative approach and clear communication of the
topic.
Groups are instructed
not
to write their group names on the paper and
not
to share their project
with other groups during the process. A time limit is set for task completion, after which all
submissions are collected. It is strictly emphasized that when presenting, groups must
not
claim
ownership of their own projects.
The classroom board acts as the
Instagram platform
, where each group’s project is
anonymously displayed one by one. As each work is presented, students are asked whether they
liked it or not, using gestures:
(like) or
(dislike). The number of likes and dislikes is
recorded, and based on this count, the winning group is determined and rewarded.
As part of this method:
Students work in four groups.
Each group discusses and solves test questions collaboratively.
Group names are not written on the paper to maintain anonymity.
Projects are reviewed publicly on the “Instagram” board.
Instagram symbols are used for encouragement and reward.
Final scores are calculated to determine the most successful group.
Conclusion.
In conclusion, the formation of functional literacy among primary school students
requires focused attention on the different types of literacy it encompasses, the application of
theoretical knowledge in practical contexts, effective implementation strategies, developmental
stages of functional literacy enhancement, and targeted improvement directions. These elements
should be actively integrated into educational practice to ensure meaningful progress.
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