The American Journal of Social Science and Education Innovations
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TYPE
Original Research
PAGE NO.
47-51
10.37547/tajssei/Volume07Issue05-05
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.07 Issue 05 2025
CITATION
Kamola Khasanova. (2025). Problems in improving the methodology of
teaching subjects in the department of genetics and their solutions. The
American Journal of Social Science and Education Innovations, 7(05), 47
–
https://doi.org/10.37547/tajssei/Volume07Issue05-05
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Problems in improving the
methodology of teaching
subjects in the department
of genetics and their
solutions
Kamola Khasanova
PhD student at Tashkent State Pedagogical University., Uzbekistan
Abstract:
This article is devoted to highlighting the
problems and solutions in improving the methodology
of teaching genetics in higher education institutions.
Also, the results of research and practical
recommendations on improving the teaching process of
genetics are presented.
Keywords:
Quality of education, genetic variability,
heredity, variability, allelic and non-allelic genes,
codominant, complementary, epistasis, polymer,
double crossover.
Introduction:
Genetics is one of the most important
branches of biology, studying the hereditary
characteristics of organisms, their genetic information,
the structure of genes and chromosomes, and
evolution. In the second half of the 20th century,
genetics became a rapidly developing and expanding
branch of biology, and was used in the research of
physics, chemistry, molecular biology, biophysics,
cybernetics, and mathematics. Scientific research in the
field of genetics contributes not only to the
development of biology, but also to the formation of
research skills of students, as well as to the preservation
of human life and their health.
Main part. As we all know, the healthy birth of our
children is largely directly related to the dissemination
of genetic knowledge and increasing genetic literacy
among the general population, especially among young
people. Therefore, it is of practical importance to
provide the younger generation with knowledge of the
basics of genetics, as well as all sciences, to form their
scientific worldview, conduct genetic analyses, and
achieve important results in meeting the needs of
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The American Journal of Social Science and Education Innovations
people in their lives. However, the results of our
research in this area revealed that there are a number
of problems of a theoretical and practical nature in the
process of teaching this section, and in order to
eliminate these problems, it is required of specialists
engaged in pedagogical activities in this area to
develop clear and correct methodological solutions
and apply them in pedagogical activities.
To eliminate these problems, it is considered
appropriate for students to be active in mastering
knowledge of genetic content, to be able to apply
theoretical information in practice, to apply integrative
knowledge, and to develop creative thinking in the
process of solving problems that reflect genetic laws.
This is an important pedagogical approach in the
process of further deepening the knowledge of
students in the field of genetics and preparing them to
solve real-life problems.
Studying the content of the topics of the genetics
department is complex, due to the breadth of its
theoretical and practical aspects, the depth of scientific
concepts and ideas, and requires great attention and
analytical, independent, logical and creative thinking
from students during their mastery of the topics of this
department.
One of the first problems in improving the
methodology for teaching the topics of the genetics
department is the presentation of scientific
information in the genetic literature from different
points of view. For example, in the textbook
“Fundamentals of Genetics and Selection”, published
under the co-authorship of Academician J.M. Musayev
and others, “Types of interacti
on of non-
allelic genes”
are divided into 6 types: complementary type of genes;
epistatic type of genes; polymer type of genes;
combined type of genes; The inheritance of traits
under the multifaceted influence of genes is called
pleiotropy (the influence of an allelic gene or a non-
allelic gene or a separate influence); the mutual
modification effect of genes is given. The textbook
"Genetics" published by Professor A.T. Gofurov and
others, or the textbook "Biology" intended for students
of general education schools, states that there are 3
types of "types of interaction of non-allelic genes",
which
are
complementary,
epistasis,
and
polymerization. The textbook "Genetics" published by
P.S. Sobirrov and other scientists, states that there are
4 types of "types of interaction of non-allelic genes",
which are complementary, epistasis, heterostasis,
polymerization, and other types.
The different interpretations of many of the terms
given in genetics textbooks in different literatures are
considered one of the problems that arise in the
teaching process. In particular, thalassemia disease (a
disorder of normal hemoglobin synthesis) is interpreted
as partially dominant in some literatures and as
completely dominant in some textbooks and manuals
(there are also such ambiguities in many other character
waves), or another example, the specific features of
codominance and partial dominance are not fully
explained. Similarly, the interpretation of the stages of
mitosis in most literatures as consisting of 5 phases and
in some literatures as 6 phases, the inheritance of wool
in mice as an epistatic effect in some literatures and a
complementary effect in most literatures, of course,
leads to a number of confusions in the process of
assimilation of genetic knowledge by teachers and
students.
We believe that our scientists should come to a
unanimous opinion on the solution of the above
problems based on genetic research. And it is
appropriate to present the types of gene interaction in
textbooks as complementary, epistasis, polymer types,
and the remaining types as separate types of gene
effects (foreign literature, in particular, in the textbook
“Genetics” published in 2020 by the Moscow geneticist
V.I. Ivanov, the types of non-allelic genes are
interpreted in this way). Genetic traits should be clearly
given in terms of dominant and recessive states and the
stages of the processes should be presented in a clear
order.
Another important problem in improving the
methodology for teaching topics in the Genetics
department is the shortcomings in covering the content
of these topics.
In particular, in covering the content of epistasis
inheritance, unidirectional and bidirectional epistasis
types are given, but bidirectional epistasis is not
described in the content of the topic based on examples.
On the Internet, this information is presented with the
unfounded opinions of each researcher. No one can
guarantee the accuracy of this information. Also, the
phenomenon of multiple allelism of genes, codominant,
mechanisms that cause intermediate inheritance, the
causes of forward and reverse mutations in types of
variability, and other information can be cited as
examples.
The solution to this problem is to provide sources based
on the process of comprehensively clarifying genetic
information, to describe the mechanisms of occurrence
of each process, to collaborate with scientific research
and institutions engaged in genetics and selection
processes, as well as to compare foreign sources and
include information that has a solid basis. Information
provided based on errors or misinterpretations will lead
to genetic doubts in the minds of future youth. This will
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directly undermine the quality of genetic literacy.
One of the most important problems in improving the
methodology of teaching topics in the Department of
Genetics is the lack of qualifications and
methodological knowledge of teachers. In the process
of designing lectures, practical, and laboratory
exercises in the effective teaching of genetics, the
scientific and methodological skills and fundamental
knowledge of professors and teachers play an
important role. However, today, many young
professors and teachers cannot fully apply advanced
technologies,
methodological
approaches,
and
interactive teaching methods in their pedagogical
activities during classes on topics in the Department of
Genetics. This, in turn, leads to a decrease in the
interest of students in mastering topics related to the
Department of Genetics. For example, it was found
that the level of knowledge of topics such as multiple
allelism, codominant, molecular basis of heredity,
double crossover, genetic mapping, interference,
coinciding, one- and two-way epistasis, 3 types of
complementary inheritance, and population genetics
is low.
In our opinion, the solution to the above problems lies
in the following aspects: It is advisable to include topics
in the content of the qualification requirements on a
consistent basis and increase its volume; to improve
the coherence of theory and practice throughout the
specialist's career; to use innovative methods of
solving problems and exercises as much as possible in
the gaps identified above; to organize regular
methodological seminars, trainings and scientific
conferences to develop the pedagogical and scientific
knowledge of professors and teachers; to teach future
teachers new pedagogical teaching methods, including
the introduction of approaches that include interactive
lessons, laboratory work and virtual simulations;
creating platforms for professors and teachers to learn
from their experiences and help each other.
Another problem in improving the methodology of
teaching topics in the Department of Genetics is the
insufficient previous knowledge of biology of specialist
teachers.
As is known, biology is a theoretical basis for studying
topics from the Department of Genetics. When
teaching the Department of Genetics, knowledge
acquired from other related disciplines included in the
curriculum (botany, zoology, developmental biology,
biochemistry, molecular biology) is considered a
foundation. If teachers have not thoroughly studied
the basic concepts of biology, then difficulties arise in
accepting and mastering deep knowledge in genetics.
This creates problems in teaching topics related to
genetics.
Heredity and variability are closely related to the
reproduction of organisms. Reproduction involves
complex biochemical and physiological processes based
on heredity and variability. Therefore, the study of
genetics is closely related to biochemistry and
physiology. The individual development of organisms is
mainly determined by hereditary factors - that is, the
activity of genes. The influence of genes cannot be
explained in isolation from the general laws of
ontogenesis, since this fact indicates the connection of
genetics with embryology. Also, the connection with the
science of ecology in the study of the concepts of
genetics is very extensive. First of all, environmental
pollution has a negative effect on the heredity of plants,
animals and humans. In order to prevent hereditary
diseases that arise as a result of such effects, one must
know the laws of ecology.
In our opinion, in order to achieve positive results in this
problem: it is advisable to develop the skills of applying
previously acquired knowledge in practical situations in
the process of studying topics related to the genetics
department. To do this, it is necessary to recall and
repeat the basic concepts of biology, which will help
students better master the basic concepts and
terminology; it is important to improve the quality of
knowledge of genetics and ensure integration by giving
students examples related to other departments of
biology; in the process of organizing classes, it is
necessary to provide students with auxiliary materials
and manuals, taking into account the individual learning
needs of students.
Another important problem in improving the
methodology of teaching topics in the genetics
department is the difficulty of connecting theoretical
knowledge with practice.
The genetics department has a theoretical basis and
requires the understanding of many laws, theories,
concepts and principles. However, students face a
number of difficulties in applying this theoretical
knowledge to practice, especially in laboratory work or
in understanding examples that arise in real life. For
example, the legal prohibition of conducting genetic
research related to the inheritance of human traits, the
lack of genetic laboratories and equipment, and
facilities are among them.
Based on our research, it was suggested that this
problem should be solved based on the following
solutions: teaching students to connect theoretical
knowledge with practice through computer simulations
of genetic experiments conducted during lectures,
practical, laboratory and independent learning; further
clarifying students' concepts by presenting real-life
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examples of genetics (for example, genetic diseases,
hereditary traits); introducing modern laboratory
equipment, virtual laboratories and interactive
educational platforms into the teaching process; It is
recommended to achieve this through the effective
use of 3D animations and artificial intelligence
capabilities.
Of particular importance are the difficulties in
integrating modern technologies into the teaching
process of genetics. Today, the development of
genetics and related research is based mainly on high
technologies and scientific methods at the molecular
level. However, the technical capabilities of most
higher educational institutions and general secondary
schools are somewhat limited, which reduces the
opportunities for the effective use of modern
technologies. This reduces the effectiveness of
teaching genetics.
The ways to overcome these problems are as follows:
providing higher education institutions and general
secondary schools with modern technical means and
laboratory equipment, as well as expanding access to
high-speed Internet; training teachers in the use of
modern computer technologies and programs,
including the creation of interactive learning
platforms; directing students to participate in online
resources and virtual laboratories.
Another problem in improving the methodology of
teaching topics in the Genetics Department is the
difficulty in organizing the educational process and
increasing the motivation of students.
Complex and sometimes difficult-to-understand topics
in the Genetics Department can reduce student interest.
It is important to present genetics topics to students in
an interesting and relevant way and increase their
motivation. To do this, it is necessary to introduce
students to advanced and relevant topics related to
genetics, such as hereditary diseases, evolutionary
processes or genome editing technologies, marker-
based technologies, the importance of the polyploidy
phenomenon in meeting human needs, sequence-based
research, and the possibilities of gene knockout
methods; to increase students' interest in this area by
showing them scientific research and practice; to
explain the importance of genetics in everyday life
based on real-life examples, for example, plant
breeding, the consequences of inbreeding, medical
genetic issues, or examples of biologically diverse forms
of life. Also, finding ways to effectively use non-standard
tasks in the process of increasing students' genetic
literacy and increasing motivation is an urgent solution
to the problem. In the process of improving the
methodology for teaching topics in the genetics
department, the regular use of non-standard tasks
during the lesson directly contributes to increasing
genetic literacy. In particular, in the process of
thoroughly mastering genetic discoveries, genetic terms
and laws, it is considered appropriate to use the
following non-standard tasks. As a result, we will
eliminate students' problems in learning the basics of
this science, develop their research skills, and
consolidate the acquired knowledge.
1.
G.Mendel
A
carried out the synthesis of the gene of a yeast cell
in the laboratory.
2.
X.De Friz,
E.Chermak,
K.Korrens
B
Determined the composition of the nucleotide triplet
for 20 amino acids, and as a result, the genetic code
became known.
3.
U.Betson
V
Published a model of the structure of the DNA
molecule.
4.
V.Iogansen
G
Together with his students, he proved that nucleic
acids are the material basis of heredity.
5.
T.Morgan
D
Conducted research on neurospores of ascomycetes
6.
G.Nadson,
G.Filippov
E
proved that processes in populations can be studied
using mathematical methods
7.
S.Rayt, R.Fisher
K
succeeded in obtaining mutations in yeast under the
influence of radium rays
8.
D.Bidl, E.Tatum
L
discovered chromosome theory with his students
9.
O.Eyveri
M
introduced concepts such as gene, genotype,
phenotype into science
10.
Dj.Uotson, F.Krik,
N
introduced the term genetics into science
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M.Uilkins,
R.Franklin
11.
M.Nirenberg,
G.Mattey, F.Krik
S
rediscovered the laws of heredity in 1900
12.
X.Korrona
R
discovered the laws of heredity.
Answers:
1-
2-
3-
4-
5-
6-
7-
8-
9-
10-
11-
12-
CONCLUSION
Improving the methodology of teaching topics in the
genetics department is relevant in the process of
developing the scientific worldview of students,
increasing their interest in genetics, and introducing
them to modern scientific approaches. In this regard,
the qualifications of professors and teachers, the level
of knowledge of students, the effectiveness of
methodological approaches, and the quality of
technical capabilities are important factors. The
teacher prepares the ground for improving the
methodology of teaching genetics and ensuring its
quality by correctly designing genetic problems in the
lesson process and analyzing them and implementing
appropriate solutions.
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A.T.,
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