The American Journal of Social Science and Education Innovations
63
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TYPE
Original Research
PAGE NO.
63-66
10.37547/tajssei/Volume07Issue05-08
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.07 Issue 05 2025
CITATION
M.N. Khayitova. (2025). The importance of using modular training in
teaching the blue-green algae division. The American Journal of Social
Science and Education Innovations, 7(05), 63
–
66.
https://doi.org/10.37547/tajssei/Volume07Issue05-08
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The importance of using
modular training in
teaching the blue-green
algae division
M.N. Khayitova
Researcher, Tashkent State Pedagogical University named after Nizami,
Uzbekistan
Abstract:
The paper involves the data about modular
teaching of blue-green division in the module of
Tallobiontha. So modular teaching is one of the
promising systems of teaching, as it is best adapted to
the system of developing the cognitive capabilities and
creative abilities of learners. With the help of the
module program, students, working in small groups and
working together, will learn about the characteristics of
the Blue-Green Algae Division. It means the reason of
algae rapid reproduction in plankton, determines their
role in human life and nature.
Keywords:
Module, algae, teaching methodology,
systematic units, the structure of plants, observation,
recognition, separation.
Introduction:
As the module is self-instructional
package it lacks face-to-face interaction between the
teacher and the taught. The teacher’s role is considered
to be in-built in the module. At the final stage when the
learner has attempted the mastery post-test there is a
stage to make the feedback and reinforcement
available. For that purpose the responses to the test-
items be clearly justified to be right or wrong with some
rationale. So that the students may avoid any confusion
and are properly enriched reinforcement with necessary
feedback process for the process for the purpose of
reinforcement and feedback (Farooq, 1997). Modular
teaching is a new teaching strategy in classroom
settings, for arranging learning experiences in education
and it has been receiving much attention. The strategy
of learning modules has become a part of all level of
teaching. A learning module is a self - learning package
dealing with one specific subject matter/ unit. It can be
used in any setting convenient to the learner and may
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The American Journal of Social Science and Education Innovations
be compl
eted at the learner’s own pace. Sufficient
theories and practices are available for the practical
application of modular teaching in our classrooms.
Therefore a study was conducted in order to check the
effectiveness of modular teaching [4;
–
Pp.49-54]
According to the content and essence of the
module programs: module programs designed for
students to work individually, each student's talent,
interest, level of knowledge, determination and
acquisition of mastery level, independent and creative
work on the textbook, individual development of self-
assessment skills; module programs intended for
two students to work together, except for those
mentioned above. Students to teach each other, to
perform educational tasks and solve problems in
cooperation, to carry out mutual control; module
programs intended for students to work in small
groups together with the above provide for
communication, discussion and discussion, mutual
cooperation and support between students. The
teacher uses individual module programs before these
module programs. After making sure that the students
have developed the skills of independent and
creative mastering of educational materials, after the
creation of appropriate pedagogical conditions for the
module programs intended for two students to work
together. Should use module programs intended for
working in small groups [2;
–
Pp.272-274].
METHODOLOGY
Modular teaching is one of the promising systems of
teaching, as it is best adapted to the system of
developing the cognitive capabilities and creative
abilities of learners. In traditional education,
educational goals are expressed through the activities
of the teacher, that is, they are aimed at imparting
knowledge, while in modular teaching they are
expressed through the activities of learners and are
aimed at professional activity.
We have listed the features of modular teaching
technology that distinguish it from traditional teaching
in the table below. In education based on modular
teaching technology:
- encouraging active participation in learning through
thinking and practical activities,
- two-way communication,
- memorizing information through analysis,
- demonstrating knowledge and skills,
- understanding the content and relating it to life.
Below we will make a plan for completing tasks in the
blue-green algae section of the bottom plants module.
Lesson topic
: Division of blue-green algae.
Educational goal of the lesson
: To introduce students to
the pigments contained in the thallus of species
belonging to the department of blue-green algae, their
reproduction methods and their importance in nature
and human life.
Educational goal of the lesson
: To form a conscious
attitude towards the world of aquatic plants, to provide
ecological, economic, aesthetic and moral education.
Developmental goal of the lesson
: To develop students’
knowledge of systematic units, the structure of plants,
observation, recognition and separation of plants, and
independent work on the textbook.
Lesson equipment
: visual aids for the structure of
Nostoc, Tolypothrix, Anabena species, online botanical
platforms, herbariums and presentations.
Technology used in the lesson
: Modular educational
technology and case study method.
Course of the lesson:
I. Organizational part.
II. Determining and analyzing students' knowledge of
algae on the topic covered through problem-solving
questions.
III. Introducing students to the topic, purpose, and
course of the lesson and directing their activities to
complete educational tasks.
IV. Studying a new topic:
a) distribute the module program compiled on a new
topic and familiarize students with the didactic purpose
of the module program;
b) direct students' activities to independently complete
the educational tasks in the module program;
c) monitor the complete implementation of the tasks of
each educational activity element, give appropriate
instructions;
g) conduct a question-and-answer or discussion at the
end of each educational activity element. The teacher
divides the educational material studied in this lesson
into two logically completed parts, that is, modules:
- General characteristics of the blue-green algae
department.
- Explain vegetative and asexual reproduction, describe
their life cycle.
On this basis, the following module program is
compiled.
A module program designed for students to work in
small groups on the topic “Blue
-
green algae division”.
Theoretical information
The algae included in this section are the oldest
representatives of the plant world and differ from other
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The American Journal of Social Science and Education Innovations
algae in their very simple structure. The cell shape can
be round, barrel-shaped, cylindrical and other shapes.
Blue-green algae are unicellular and colonial
organisms, and multicellular representatives have
straight or bent, even spiral shapes. The cell contains
various pigments, among which blue - phycocyanin and
green chlorophyll pigments are more abundant. The
living part of the cell of blue-green algae, similar to
bacteria, is not divided into a nucleus and other cell
organelles. Blue-green algae reproduce vegetatively
and asexually. They usually reproduce by dividing their
cell into two. In addition, filamentous representatives
reproduce by dividing their threads into several parts,
that is, by hormogony.
In representatives living in colonies, the division of the
colony is observed. They do not reproduce sexually,
sometimes they produce spores. In this case, ordinary
vegetative cells turn into spores. Spores serve not for
reproduction, but to protect the species from
unfavorable conditions. These algae are distributed
throughout the Earth, live in fresh and salt waters,
participate in the formation of plankton and benthos.
They multiply very quickly in plankton, causing water to
“bloom”, as a result of whi
ch the water becomes unfit
for drinking. Blue-green algae are also found on the
surface of the soil and in its upper layers.
Fig.1.
1
–
Nostoc; 2
–
Tolipotrix; 3
–
Anabena
They help to accumulate organic matter in the soil.
Some species fix atmospheric nitrogen, increasing soil
fertility. Blue-green algae differ from other algae in
their cell structure. The cell consists of a shell and
protoplast. The cell shell is made of pectin, sometimes
chitin is also found.
There are no vacuoles in the protoplast.
Chromatoplasm contains various dyes such as
chlorophyll, phycocyanin, carotene, and fucoerythrin,
which give the cell a more blue-green color.
Centroplasm is colorless, and it contains DNA, nucleic,
and thymonucleic acids characteristic of the nucleus.
Chromoplasm also performs the function of
photosynthesis, since chromatophores are found
scattered in it. Starch is not formed in them. As a
product of photosynthesis, polysaccharides - glycogen
and proteins - valutin are accumulated [3; - Pp.45-46].
Didactic purpose of the module program
. With the
help of the module program, students, working in small
groups and working together, will learn about the
characteristics of the Blue-Green Algae Division, the
reasons for their rapid reproduction in plankton,
determine their role in human life and nature, and in the
development of economy, and develop the skills to work
independently on the textbook.
V. Completion of the module program.
VI. Monitoring and evaluating the knowledge acquired
by students on a new topic using non-standard test
tasks.
VII. Processing and finalizing the new topic.
VIII. Assigning homework. After the completion of the
module program, the teacher recommends problem
situation tasks to students on a new topic. After the
students determine the answers to the problem
situation tasks, the teacher announces the correct
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answers. Thus, the student checks his answers himself
and puts his assessment in the appropriate graph of
the module program. Thus, the student exercises self-
control. In addition, the effective use of the case study
method during the lesson gives high results.
The case study teaching method is a highly adaptable
style of teaching that involves problem-based learning
and promotes the development of analytical skills. By
presenting content in the format of a narrative
accompanied by questions and activities that promote
group discussion and solving of complex problems,
case studies facilitate development of the higher levels
of Bloom’s taxonomy of cognitive learning; moving
beyond recall of knowledge to analysis, evaluation, and
application.
Similarly,
case
studies
facilitate
interdisciplinary learning and can be used to highlight
connections between specific academic topics and
real-world societal issues and applications. This has
been reported to increase student motivation to
participate in class activities, which promotes learning
and increases performance on assessments. For these
reasons, case-based teaching has been widely used in
business and medical education for many years [1; -
Pp.21-28].
CONCLUSION
Modular teaching involves separating the content of
the lesson into separate elements; achieving mobility
(practicality) and speed of knowledge; adapting the
content of the lesson and the ways to achieve it to the
individual
needs
of
the
learner;
ensuring
professionalism in the learner’s cognitive and
pedagogical activities; ensuring effective cooperation
between the learner and the teacher; relying on errors,
saving learning time, coherence, activity, arousing
interest, problem-solving, and cognitive visuality
(observable by eye) are achieved.
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Pp.272-274
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