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PRACTICAL APPLICATION OF TEACHING METHODS SUITABLE
FOR THE DEVELOPMENT OF STUDENTS' SYSTEMATIC
THINKING IN TEACHING BIOLOGY
D.I.Mustаfаqulоvа
Independent researcher of Jizzakh State Pedagogical University
e-mail: mustаfаqulоvаdi@gmail.com
https://doi.org/10.5281/zenodo.15746695
Аннотация:
В статье представлены результаты исследования
практического применения методов обучения, соответствующих
развитию системного мышления студентов в преподавании биологии.
Ключевые слова:
системное мышление, развитие системного
мышления, методы обучения, метод "Словарь" технология, "Системный
анализ" метод создания кластеров.
Annotatsiya
: Maqolada biоlоgiyа fanini о‘qitishdа talabalarni tizimli
tаfаkkurini rivojlаntirishga mоs ta’lim metodlarining аmаldа qoʻllаnilishi
bo‘yicha tadqiqot natijalari keltirilgan.
Kalit so‘zlar:
tizimli tаfаkkur, tizimli tаfаkkurnini rivojlаntirish,ta’lim
metodlari,
“Lug‘аt” metоdi, “Tizimli tahlil” texnologiyasi,
Klаsterlаr tuzish metоdi.
Abstrakt
: The article presents the results of research on the practical
application of teaching methods suitable for the development of students'
systemic thinking in teaching biology.
Key words
: systemic thinking, development of systemic thinking, teaching
methods, "Dictionary" method, "System Analysis" technology, Cluster
construction method.
Intro.
In the modern educational process, teaching students not only to
memorize facts, but also to analyze and generalize the interrelationships
between complex biological processes and phenomena is considered an urgent
task. In particular, the development of systemic thinking occupies a special place
in teaching the subject "Methods of Teaching Biology." Because biology studies
the interrelationships of complex structures and functions of natural systems -
from cells to entire ecosystems.
Systemic thinking is the student's ability not only to see individual facts and
phenomena, but also to identify their interrelationships, general patterns, and to
have a holistic idea. For the development of such thinking, the methodology of
teaching biology requires the application of modern approaches, innovative
methods, and technologies.
The science of biology teaching methodology itself studies complex
connections in systems - complex structures ranging from the genetic code to
SCIENCE AND INNOVATION IN THE
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the biosphere level. Therefore, in biology lessons, it is necessary to pay special
attention to the development of students' skills in consolidating theoretical
knowledge, reasoning based on practical experience, identifying cause-and-
effect relationships, and systematizing their conclusions.
To achieve this goal, the effective use of methods based on a systematic
approach and information and communication technologies, encountering
students in problem situations, and encouraging them to find independent
solutions based on interconnected knowledge is of great importance.
The development of students' systemic thinking in the process of teaching
the subject "Methods of Teaching Biology" means the development of their
ability to perceive, analyze, and draw general conclusions from the studied
natural phenomena and biological processes in their interrelationship. This
process requires the correct selection and appropriate application of modern
methods and technologies. Therefore, in the development of students' systemic
thinking, it is advisable to use the following methods and technologies:
Methods of system analysis and synthesis - students study the structure and
functional interrelationships of biological objects and processes;
Problem-based teaching methods - students are presented with topical
issues and problems in biology, encourage their analysis and independent
solution;
Project-based learning methods - students master the internal connections
of biological systems by creating independent projects;
Observation and experimental methods - students verify theoretical
knowledge in practice by conducting experiments on real objects.
Modern educational methods:
Information and Communication Technologies (ICT) - Virtual laboratories,
interactive simulators, and biological models allow for the study of complex
systems.
Multimedia and visualization technologies - Enhance systematic thinking by
showing complex biological processes (such as intracellular processes) through
3D animation.
With the help of electronic platforms and online lessons - Moodle, Google
Classroom, Kahoot, it will be possible to systematically organize assignments
and establish monitoring.
In laboratory classes, students systematize their conclusions based on
independent experiments. At the end of the course, students present their
projects, in which they strive to systematically reflect their knowledge. In
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assessment, the ability to think systematically is also taken into account as a
criterion (for example, the ability to analyze an event through the cause-and-
effect chain).
Students can gain knowledge by reading the text or part of the textbook, but
the content features of natural science textbooks and the content of assignments
given to students must be clearly defined. Therefore, in the process of studying
the text before reading, students were given certain tasks of understanding. In
particular, when studying the topic "Theory of Evolution," the conditions that
lead to difficulties and confusion in the textbook and additional sources - the
doctrine of evolution and the principles of evolution, and the methods of its
study - were identified.
It should also be noted that there are many types of pedagogical
technologies, and they contribute to the development of a meaningful learning
strategy. These are:
technologies for developing critical thinking, technologies for solving
research problems, problem-based learning technologies, technologies for
organizing project activities, etc. In this regard, several methods were presented
in our research. These are:
In our research, the following technologies were used based on
a system-
activity approach
to biology lessons. They are:
Personality-oriented learning technology.
An important role here is the
formation and development of students' skills for independent learning in the
process of working with textbooks, various sources, diagrams, text and tables, as
well as pictures. As a result of applying this technology, it became possible to
form general educational skills in students - thinking, analysis, and the
application of personal experience.
One of the important tasks facing teachers today is the development of
innovative teaching methods based on the student approach, based on the
essence of the educational direction in the formation of knowledge, skills, and
abilities related to the organizational and managerial sphere of students'
professional activity. Below, we presented the "System Analysis" technology,
aimed at developing the systemic thinking of students in the "Biology" direction.
"System analysis" technology.
This method teaches to achieve the main
idea by systematically thinking about the given problem, dividing the main idea
in the solution of the given problem into small ideas, defining and implementing
a separate map of creative activity for the implementation of each small idea.
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The "System Analysis" technology is mainly aimed at solving tasks related
to student issues and is aimed at developing individual abilities that ensure the
development of organizational and managerial competence in students through
new systemic thinking and approaches, independent and non-standard decision-
making in the process of independent creative thinking of students.
The complexity of the solution requires complex mental activity in the student's
thinking, such as analyzing, processing, finding a solution, planning, and memorizing
a large amount of information. In this case, to simplify a complex solution, it is
necessary to reduce the resulting mental stress by breaking it down into separate
parts, to achieve simplification of the solution. Therefore, the task is considered as a
system and is broken down into elements to simplify it.
This method is mainly intended for practical lessons, during which the teacher
prepares a separate individual creative task for students, and at the beginning of the
lesson, the tasks are conveyed to each student, and the procedure for completing the
task is explained.
Usually, in the process of creative thinking, the main idea (in this case, the
alternative idea) can have several small ideas, and the goals set for the student can
be achieved by various methods. Therefore, it is necessary to take into account, as
much as possible, all factors influencing the achievement of the set goal, and take into
account the importance of each factor for the implementation of the main idea of the
system. In this method, the solution to the creative task given to the student is called
the "main idea."
The "Systematic Analysis" technology is implemented as follows: individual
creative tasks, prepared in advance, are presented to students. In this case, the
solution to the task is clear, students may have one or more options for completing
the task. Students are asked to divide the creative task into separate parts (or small
ideas) (Fig. 1).
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Figure 1. Structure of implementation of "system analysis" technology
After the method of system analysis is described, students may have one or
more basic and alternative ideas for solving the task. The student systematizes each
main idea, divides it into separate sub-ideas, and creatively thinks about each,
analyzes, compares, and makes a decision on the main and alternative solution
options. At the next stage, based on the decisions made, they carry out creative
activities related to the implementation of each small idea. Then, by summarizing the
solutions of all small ideas, the solution to the task is achieved.
In the "System Analysis" technology, the teacher, having distributed the task
and explained the process of its completion, monitors the overall process and gives
advice to students in necessary situations.
Main advantages of implementing "system analysis." Students develop the
ability to solve given tasks through systematic thinking. As a result of students
dividing the main idea into several small ideas, thinking creatively on each small idea
separately, a decrease in the pressure on the student's thinking is achieved due to
the reduction of analyzed data, and through this, in turn, an increase in the student's
creativity is achieved. Students develop the ability for independent creative thinking.
S
ystema
ti
c C
re
ati
ve
A
ct
ivi
ty
S
ystemi
c c
re
ati
ve
th
in
ki
n
g
Subidea 1
Small idea 2
n-subidea
Creative thinking on
sub-idea 1
2-small idea-related
creative
thinking
n-small idea-related
creative
thinking
Primary
solution
Equivalent
solution
Primary
solution
Equivalent
solution
Primary
solution
Equivalent
solution
Achieve the solution to the problem
Primary solution
Organizational and
managerial problem
Equivalent solution
1st Little Idea
Creative Activity
2-small idea-related
creative activity
n-small idea-related
creative
activity
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International scientific-online conference
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Main
disadvantages of implementing
"system analysis" technology.
Achieving the result requires a long time. It takes time for the teacher to prepare
individual assignments and check and evaluate the results of the assignment.
From the foregoing, it can be concluded that the quality of the development
of students' professional skills in the context of independent learning is ensured
by the development and preparation by teachers of a methodology for its
organization based on special principles and approaches, clarification of the
necessary organizational and pedagogical conditions, and the quality of its
implementation by students.
Thus, the development of systemic thinking in teaching the subject
"Methods of Teaching Biology" is not only a modern educational requirement,
but also an important pedagogical strategy for preparing students for solving life
problems.
Conclusion.
Since teaching students systemic thinking is a complex and
multifaceted educational activity, we divided it into six main areas and carried
out it based on the following stages: preparatory stage, stage of development of
analytical skills, stage of problem tasks and research activity, stage of visual
modeling, stage of organizing independent work and analysis of results.
In the process of teaching the subject "Methods of Teaching Biology," the
following modern interactive educational technologies were used in the
development of students' systemic thinking: the technology "Creating Clusters,"
the methods "Cluster of Questions," "Dictionary," and the technologies
"Problem-Dialogue Education," the technology "Project Activity," and the
technology "System Analysis." He also prepared a lesson plan using interactive
methods and educational technologies on the subject "Methods of Teaching
Biology" on the topic "Systematic Study of the Photosynthesis Process and its
Role in Biological Systems."
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