The American Journal of Social Science and Education Innovations
52
https://www.theamericanjournals.com/index.php/tajssei
TYPE
Original Research
PAGE NO.
52-57
10.37547/tajssei/Volume07Issue05-06
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.07 Issue 05 2025
CITATION
Almat Ishanov. (2025). Methodology of using developing educational
technology in teaching zoology. The American Journal of Social Science and
Education Innovations, 7(05), 52
–
57.
https://doi.org/10.37547/tajssei/Volume07Issue05-06
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Methodology of using
developing educational
technology in teaching
zoology
Almat Ishanov
Researcher at the Berdak Karakalpak State University., Uzbekistan
Abstract:
This article highlights the theory and practice
of using interactive methods to activate the cognitive
activity of students, increase the effectiveness of
teaching in the process of teaching the subject biology.
Keywords:
Learning system, learning efficiency,
interactive method, cognitive activity, biological
scientific worldview, amphibians, reptiles, transcription,
translation, reduplication.
Introduction:
Globally, special attention is paid to the
professional and methodological self-improvement of
future teachers, the formation of knowledge, skills,
qualifications and competencies based on innovative
approaches, the development of professional skills, and
the application of interactive technologies in the
process of their future pedagogical activity. In
particular, in order to develop the innovative activity of
students, large-scale reforms are being carried out to
develop the ability to think creatively, to work
independently on themselves, to receive independent
education, and to analyze themselves independently.
In this regard, fundamental reforms have also been
initiated in our country's education system. In
particular, paragraph 2 d) of the Resolution of the
President of the Republic of Uzbekistan No. PQ-289
dated June 21, 2022 sets the task of “introducing
methodologies aimed at
developing
students'
independent learning, systematic analysis and creative
thinking skills into the educational process of higher
educational institutions that train pedagogical
personnel by September 1, 2024.”
In order to achieve the above objectives in the
educational
process,
the
implementation
of
developmental educational technology directly into the
The American Journal of Social Science and Education Innovations
53
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
educational process is one of the important factors.
The main idea of this technology is the formation and
development of learners as competitive personnel.
The main features of developmental educational
technology are as follows:
− forms and develops the thinking m
echanism as a
result of turning learners into subjects of their own
cognitive activity;
− the cognitive activity of the requirements involves
the study of knowledge in the process of learning from
general to specific knowledge by organizing empirical
and theoretical knowledge in a holistic manner;
− the basis of the learning process is the independent
activity of learners that occurs through the completion
of educational tasks on the subject;
− serves as the basis for the intellectual development
of learners, preparing the ground for the formation of
critical and creative thinking in this process.
Developmental educational technology creates an
opportunity to form critical, analytical, coherent,
independent, logical, systematic, creative (creative)
thinking skills of learners in the educational process, to
conduct educational discussions and debates based on
the content of the subject.
Thought is a spiritual and human quality that reflects a
person's conscious activity, his own strength,
potential, power and knowledge. Thought is the basis
of human cognitive activity. Since the development of
thought is an important driving factor of social,
economic, political development, the development of
students' critical, analytical, logical, independent
creative (creative) thinking skills is of great importance
in the educational process.
Critical thinking forms the learner's attitude and
objective opinion about events and phenomena
occurring in nature. Critical thinking is interpreted as a
separate type of thinking and is considered a primary
type of thinking in the process of forming general
conclusions by analyzing facts.
Through analytical thinking, students form general
conclusions by analyzing the information being
mastered, selecting the facts they need, and comparing
the specific aspects of the selected information. The
types of critical and analytical thinking always
complement and require each other. In the process of
forming analytical thinking skills in students, professors
and teachers should create tasks that allow them to
identify the connections between previously studied
objects and the object being studied in each lesson in
zoology and use them effectively in their pedagogical
activities. In particular, in the process of studying the
topic "Representatives of the Mammalian Class - the
Internal Structure of a Rabbit or Dog", it is
recommended to divide students into several small
groups and, along with the learning tasks related to the
topic, to fill out the following table:
Body systems
Pond frog
Fast lizard
Blue dove
Rabbit or
dog
Muscular and div cavities
Digestive system
Circulatory system
Respiratory system
Excretory system
Nervous system
Sensory system
Reproductive system
Students analyze the educational information
presented in the textbook in the process of mastering
it, select information about organ systems, compare
the information being mastered with previous objects,
and draw a general conclusion.
So, analyzing the internal structure of a rabbit or dog,
they study it by comparing it with the previously
studied frog, swift lizard, blue pigeon. The study of this
type of educational material during the lesson
prepares the ground for the formation and
development of analytical thinking skills in students.
Associative thinking makes it possible to identify the
mechanisms of connections between previously
mastered knowledge and factual materials, to find new
features and qualities of objects and phenomena
familiar to them that have not been studied before.
Connective thinking is the basis for students to acquire
new knowledge and skills by applying previously
acquired knowledge, skills and competencies in
unexpected, new (unusual) situations.
The student recommends that in order to activate the
knowledge previously learned in zoology when studying
the topic “Ecology, origin and conservation measures of
the class of mammals”, students complete the following
The American Journal of Social Science and Education Innovations
54
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
table along with the learning tasks.
I - task. Compare the structure of reptiles, birds and
mammals. Identify the similarities and differences in
their structure.
Comparable aspects
Amphibians
Amphibians
Birds
Mammals
Ecology
Origin
Distribution
Conservation measures
Task II. Determine which of these classes dominates
the animal kingdom. Justify your opinion.
Task III. Compare the structure of amphibians, reptiles,
birds and mammals. Identify the similarities and
differences between them.
Comparable aspects
Amphibians
Amphibians
Birds
Mammals
Body Cover
Digestion
Circulation
Heart Structure
Respiratory Organs
Excretory Organs
Nervous
System
Structure
IV-Task. Determine why representatives of the bird
class dominate the animal kingdom. Prove your
opinion with evidence.
After the students complete the tasks listed above, the
teacher provides information about the main
directions of biological progress and recommends that
students give examples. After that, students use the
table they filled out during the lesson to determine the
aramorphoses in birds and mammals. In this way,
students' communicative thinking skills are formed and
developed. It is advisable for the teacher to use this
type of tasks continuously during the lesson. Because
communicative thinking skills are not formed in
students in one or two lessons.
In zoology lessons, it is advisable to widely use tasks
that create a basis for students' independent thinking.
In the process of forming independent thinking, the
student generates ideas, new ideas, scientific
hypotheses, goals, etc., and they are developed in the
individual's mind as concepts, judgments, and
conclusions. Independent thinking is formed in close
connection with the first and second signal systems. On
the basis of independent thinking, problem situations
are analyzed, new hypotheses are put forward, new
knowledge, skills and competencies are acquired by
applying previously acquired knowledge, skills and
competencies in new situations, and an opportunity is
created to prove one's opinion. Independent thinking is
of great importance in human life. Therefore, it is
important to attach importance to the development of
independent thinking skills in students in all forms of
teaching
zoology
(lessons,
extracurricular
and
extracurricular activities, and excursions). Independent
thinking in students is carried out at the following
stages.
№ Independent thinking is carried out in the following stages:
1. Analyzing problematic situations on the topic
2. Proposing hypotheses about the problematic situation
3. Applying previously acquired knowledge, skills, and competencies to new situations and
acquiring new knowledge, skills, and competencies
4. Proofing one's own opinion about the problematic situation
5. Checking the correctness of one's answer
To develop independent thinking in students, the
teacher should create problem situations in the study
of each topic and direct students' cognitive activity to
solving problem situations.
The American Journal of Social Science and Education Innovations
55
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
For example, when studying the topic "Reproduction
and development of the class of mammals", a problem
situation should be created, allowing students to apply
the knowledge they have acquired in studying the
species of the class of birds in new unexpected
situations. In particular, students are recommended to
complete the following educational tasks.
Didactic purpose of the task:
To study the specific features of the class of birds in
reproduction, the importance of wild and domesticated
representatives of birds.
№ Learning tasks on the material that students must
master
Instructions for completing the
assignment
Read the text in the textbook carefully, find answers to
the following questions and complete the tasks
qualitatively:
Work together with a group of
students.
1. Identify the distinctive features of the representatives of
the class of birds.
2. Determine which orders belong to the class of birds.
3. Determine the distinctive features of the order of
sparrows.
4. Study the structure of the representatives of the order of
sparrows.
5. Compare the reproduction of a house sparrow and a
dog. Identify similarities and differences.
6. Compare the reproduction of a house sparrow and a dog
and fill in the table below.
Actively participate in Q&A
sessions with students.
Comparable Aspects
House sparrow
Dog
Body Structure and Cover
Sensory Organs
Reproduction
Distribution
Importance
Independent thinking and logical thinking are
inextricably linked. The development of logical thinking
skills consists of the following stages: initially
understanding the problem situation; identifying ways
to solve the identified problem; logically justifying the
solution, taking into account the internal and external
logic of solving the problem; determining the logical
sequence of methods for solving the problem; proving
the correctness of one's own answers; checking the
correctness of the answer. Logical thinking is a set of
concepts that mean that a person, through vision,
hearing and other analyzers, contemplates existence,
reality or impressions in a way that is understandable
to others.
Systematic thinking is based on the development of
students' skills in dividing the object being studied into
parts, determining its integrity, interdependence and
describing it.
In order to develop systematic thinking in students, the
teacher should organize independent work of students
on topics that need to be studied within the framework
of the program and create appropriate educational
tasks. In particular, on the topic “General description of
representatives of the class of mammals”, it is
appropriate to recommend the following educational
tasks to students on the structure of the brain of
mammals.
Didactic purpose of the task: by studying the structure
of the brain of mammals, to determine the connections
between them in controlling the organism,
Bosh miya qismlari
Tuzilishi
Funksiyasi
The American Journal of Social Science and Education Innovations
56
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
Thus, critical thinking embodies analytical, connected,
independent, logical, systematic thinking, and there
are internal and external, specific and relative
connections between them.
In developing creative (creative) thinking skills in
students, the teacher can use the above-mentioned
components of analytical thinking, in particular,
independent thinking skills. The teacher must always
remember that without developing critical thinking,
analytical, connected, independent, logical, systematic
thinking skills in students, creative thinking skills
cannot be formed and developed. Because creative
thinking is formed on the basis of the above thinking.
Creative thinking skills form the basis of creative
activity experiences. When acquiring creative activity
experiences, students master the methods of mental
activity - analysis, comparison, decomposition,
synthesis,
visualization
of
cause-and-effect
relationships, generalization and conclusion of the
studied object - after which the features that form the
basis of creative activity emerge, in particular: finding
new, unexplored properties and functions of familiar
objects; independently solving problems in familiar
situations; solving problems by applying knowledge
and skills in new, unexpected, unusual situations; can
learn to creatively apply the acquired knowledge and
skills in their pedagogical practice.
Our research shows that the effective use of
interactive methods in didactic and methodological
literature, in the process of organizing educational
discussions and debates, is of great practical
importance. The formation of subject-subject relations
in the process of learning, based on the study of new
educational
material
being
studied,
the
recommendation of various options for solving the
identified problem, the contribution to the success of
the group, the exchange of ideas, information and
experience between them pave the way for their
participation. Since this cooperation takes place in a
friendly, comfortable socio-pedagogical, psychological,
mutual assistance environment, students not only
acquire new knowledge, but also develop their
cognitive activities, raise it to a higher level and allow
them to enter into cooperation.
Based on the above ideas and considerations, any
educational discussions are organized on the basis of
creative research. It is advisable to organize creative
research in the following stages: clarifying the purpose
of creative research; correctly organizing independent
work in accordance with the purpose of creative
research; exchange of ideas and information between
group members; visualize and project the results
obtained; analyze the achievement of the goal and the
result obtained; if necessary, make appropriate changes
based on the problem situation.
CONCLUSION
In conclusion, a future biology teacher should organize
his pedagogical activity on the basis of pedagogical
technologies used to change the nature and course of
the pedagogical process, thoroughly master the specific
features of these technologies, and determine in
advance the ways of using them in organizing and
managing students' cognitive activities. Young teachers
in most cases do not pay serious attention to the
pedagogical technologies used to change the nature and
course of the pedagogical process, and therefore, do not
organize the educational process correctly and achieve
low efficiency in achieving the intended results in the
pedagogical process. The main reason for this is that
teachers do not pay attention to the pedagogical
technologies used to change the nature and course of
the pedagogical process.
Therefore, it is important for professors and students to
form and develop critical, analytical, coherent,
independent, logical, systematic, and creative thinking
skills in students, as well as to thoroughly master the
pedagogical, psychological, and methodological aspects
of conducting educational discussions and debates on
the topic being studied, when teaching not only
mammals but also the entire subject of zoology.
REFERENCES
Resolution of the President of the Republic of
Uzbekistan dated June 21, 2022 No. PQ-
289 “On
measures to improve the quality of pedagogical
education and further develop the activities of higher
educational
institutions
training
pedagogical
personnel”.
Tolipova J.O. Pedagogical technologies in teaching
biology
–
T .: Cholpon publishing house, 2011.
–
161 p.
Ergashevich,
R.
U.,
Salimovna,
P.
M.,
&
Mamayusufovich, A. S. (2023). Ways to use pedagogical
technologies at the local level in biology lessons.
European International Journal of Pedagogics, 3(05), 22-
29.
Ergashevich, R. U., & Mamayusufovich, A. S. (2023).
Issues of using integrative knowledge in forming
students'professional competence.
Kuychiyeva M.A. Use of Interdisciplinary Relationships
In The Formation Of Competences In Biology Students
// CONVERTER 2021 www.converter-magazine.info. - P.
485-
489.
(№10.
ISSN:0010
-8189).
(subscription@converter-magazine.info)
Dadayev S., Saparov K. Vertebrate Zoology. Textbook for
undergraduate students of biology majors of higher
educational institutions. Tashkent, «TURON-IQBOL».
The American Journal of Social Science and Education Innovations
57
https://www.theamericanjournals.com/index.php/tajssei
The American Journal of Social Science and Education Innovations
2019, 720 p.
