“ZAMONAVIY BIOLOGIYANING DOLZARB MUAMMOLARI VA
RIVOJLANISH ISTIQBOLLARI”
xalqaro ilmiy-amaliy anjuman materiallari
adu.uz
universaljurnal.uz
754
METODS OF USING AN INTEGRATIVE APPROACH IN TEACHING THE
SUBJECT "ZOOLOGY" IN HIGHER EDUCATIONAL INSTITUTIONS OF
PEDAGOGICAL EDUCATION
Navruzova Sevara
PhD student at Navoi State University
sevaranavruzova8@gmail.com
https://doi.org/10.5281/zenodo.15589571
Abstract:
The article presents effective methods of teaching natural sciences using modern
pedagogical approaches, interactive methods and technologies. It also discusses the impact of
integration methods on students' motivation and their role in increasing their ability to apply
knowledge in practice.
Keywords:
Natural sciences, integration methods, teaching methods, modern pedagogy, interactive
education, science teaching, critical thinking;
Аннотация
:
В
данной
статье
освещаются
эффективные
методы
преподавания
естественных
наук
с
использованием
современных
педагогических
подходов
,
интерактивных
методов
и
технологий
.
Также
рассматривается
влияние
интегративных
методов
на
мотивацию
учащихся
и
их
роль
в
повышении
способности
применять
знания
на
практике
.
Ключевые
слова
:
Естественные
науки
,
интегративные
методы
,
методы
преподавания
,
современная
педагогика
,
интерактивное
обучение
,
преподавание
наук
,
критическое
мышление
.
Annotatsiya:
Ushbu maqolada tabiiy fanlarni zamonaviy pedagogik yondashuvlar, interaktiv
usullar va texnologiyalar asosida o‘qitishning samarali usullari bayon etilgan. Shuningdek,
integratsiyalashgan usullarning o‘quvchilarning o‘quvga bo‘lgan motivatsiyasiga ta’siri va ularning
bilimni amaliyotda qo‘llash qobiliyatini oshirishdagi roli muhokama qilingan.
Kalit so‘zlar:
Tabiiy fanlar, integratsiyalashgan usullar, o‘qitish usullari, zamonaviy
pedagogika, interaktiv ta’lim, fanlarni o‘qitish, tanqidiy fikrlash.
The functions of pedagogical integration are the ways of manifestation
of its activity in the performance of a certain task. In pedagogical works there are direct
indications of the presence of integrative functions, M. N. Berulava describes the methodological,
system-forming, polytechnical, organizational and other functions of the content of education; V. S.
Bezrukova identifies the functions of pedagogical integration based on the attitude to the relationship
[1].
Implicit (hidden, latent, ostensive) indicators of the presence of pedagogical integration
functions include provisions that reveal its role and significance for pedagogical science and practice.
In this case, special attention is paid to the developing role of integration. "Integration," notes A. P.
Belyaeva, "accelerating the pace of development of productive forces and production relations,
creates conditions for the formation of a creative personality, requires future workers to have diverse
knowledge" [2]. In her opinion, integration "is a lever for optimizing the final result of professional
training, serves as a condition, a means of increasing efficiency and reducing the time it takes for
future workers to master the basics of professional skills in educational institutions" .
In light of the above, we can conclude that there is no generally accepted list of integration
functions. Consequently, there are grounds to talk about the possibility of identifying the most
general, invariant functions of pedagogical integration, which will be relevant to all of its varieties:
methodological, developmental, technological. Each of them is capable of accumulating a number of
smaller functions. 1. Methodological function. Based on the provisions of the article by V. S.
Bezrukova “The Theory of Pedagogical Integration as Methodological Knowledge” [3], we will
“ZAMONAVIY BIOLOGIYANING DOLZARB MUAMMOLARI VA
RIVOJLANISH ISTIQBOLLARI”
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adu.uz
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755
highlight three aspects of the methodological function of pedagogical integration: heuristic,
ideological-axiological, instrumental
The heuristic aspect is associated with the ability of pedagogical integration to serve as a
starting point for developing new pedagogical concepts. For example, M. A. Choshanov points out
that "the integration of didactic theories and methodological ideas underlying the problem-modular
approach determines the integrative approach to the methods of designing the content of education"
The ideological-axiological aspect manifests itself primarily in the fact that pedagogical
integration is a means of intellectual and spiritual enrichment of participants in the pedagogical
process. An integrative worldview is the most important component of modern "critical thinking",
the main properties of which are dialecticism and alternativeness, i.e. the ability to find consensus
between different, including opposing, points of view [4].
The instrumental aspect expresses the ability of pedagogical integration to play the role of an
instrument:
a) knowledge and transformation of pedagogical science (as a result of
the rapid development of integration processes, it is turning into one of
the leading scientific constellations that determine the further movement of science in general
and the humanities in particular; pedagogy occupies a
central position in the structure of modern human studies);
b) knowledge and transformation of educational practice, which is confirmed by the
intensification of the processes of development and actualization of integrative technologies;
c) ensuring the continuity of the new and the old, theoretical knowledge and practical
experience.
2. Developmental function. The concept of the developmental function was proposed by G.
Spencer. The categories of integration and differentiation in their totality reflected for him the entire
process of formation and development of living things. "Evolution," wrote G. Spencer, "is the
integration of matter, which is accompanied by the dispersion of motion and during which the
substance passes from a state of indefinite, incoherent homogeneity to a state of certainty, coherent
heterogeneity, and the preservation of motion by the substance undergoes a similar transformation"
[5]. The ideas of "developmental" integration were developed in the works of O. Comte, E. Durkheim,
P. Sorokin, and others; in modern definitions, integration is characterized as "the aspect of
development associated with the unification of previously disparate parts and elements into a whole"
.
Integration contributes to the development of not only the species, but also the individual.
At one time, I. M. Sechenov pointed this out, noting that development occurs through differentiation
of the whole, the allocation of functions, behavioral acts, and their new integration, unification into a
new whole [6]. The role of integration and differentiation in the formation of personality is recognized
by a number of Western researchers (G. Werner, K. Levin, D. Kretsch, G. Allport, and others). They
believe that differentiation leads to the emergence of new actions (perceptual, mnemonic, mental,
etc.), the multiplication, enrichment and improvement of mental activity, integration – to the ordering,
subordination and hierarchization of their results . Integration in this case serves as a means of
forming new mental formations, a new structure of activity . Thus, development and learning,
integration and differentiation are combined in one semantic field, their dependence on the conditions
of development, including learning and education, is emphasized.
"Learning purposefully influences these processes, setting the learner the task of breaking
down certain acts of behavior into parts, identifying various components in them and combining them
into a new whole" [7]. Foreign and domestic educators point to the connection between learning and
integration, emphasizing, in particular, that "thanks to the integration of actions consistently
performed by the learner... the objective content of the surrounding world becomes the property of
the learner's consciousness" .
Integration plays a leading role at all levels of human existence and development. This can
be proven by the model of the integrative foundations of human development, constructed through a
“ZAMONAVIY BIOLOGIYANING DOLZARB MUAMMOLARI VA
RIVOJLANISH ISTIQBOLLARI”
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adu.uz
universaljurnal.uz
756
thought experiment: protein synthesis lies at the foundation of human biological development; the
starting point of human species development is the interaction of biogenetic and epigenetic
components; the initial basis of individual-personal development is various forms of human
integration with the environment, with other people, with oneself. It is also impossible to ignore the
fact that the functioning of human thinking is ensured by the integral activity of the brain. Based on
the heterosis (hybrid force) effect discovered in genetics, the following pattern can be deduced: the
richer and more diverse (more diverse) the composition of the initial data of integration, the higher
its development potential. Of course, the mere presence of diverse initial material does not
automatically mean obtaining the desired result. Well-organized, targeted integrative work is needed
to achieve it. Moreover, “any regularity… is realized in its pure form only under ideal conditions”
[8].
Let us take programmed learning as an example, for which a minimum of developmental
opportunities is characteristic. The reason for this is its “piecewise-summative” structure, the
homogeneity of its composition, formed by a set of strictly regulated operations. As a result, the
assimilation of knowledge occurs as a process of summing up a certain number of educational “steps”
(“portions”): knowledge is superimposed on each other, like “bricks”. It is hardly possible to talk
about the development of thinking, especially creative abilities, in the case of programmed learning.
The additive-homogeneous nature of this type of learning contradicts the laws of functioning
of human thinking: new knowledge is formed not by simply superimposing it on existing knowledge,
but “through restructuring, restructuring of previous knowledge, rejection of inadequate ideas, posing
new questions, putting forward hypotheses”. In programmed learning, we have to talk not about the
development of personality, but about the deformation of the human thinking paradigm, given to him
initially as a species and an individual. From this we can conclude that there is a certain danger
emanating from the excessive increase of the technological approach in pedagogy.
Another example is problem-based learning, which, due to its heterogeneity, alternativeness,
stochasticity, insight and unpredictability, is based on search educational and cognitive activity, and
not on training (putting forward hypotheses, posing new questions, etc.). Numerous experiments
conducted under the supervision of M. I. Makhmutov and his students have shown the unconditional
positive influence of problem-based learning on human development [9]. Using integrative
pedagogical terminology, we can say that in the course of problem-based learning, true integration is
carried out: here, there is not an overlapping of knowledge, not its simple build-up, but its
transformation and the emergence on this basis of psychological neoplasms in a person. One of the
main reasons for this situation is the heterogeneous nature of problem-based learning. Even when
solving the simplest problem situation, the student is forced to use knowledge of the most different
origins, to perform various types of mental activity.
It should be noted that it does not deal with a ready-made set of uniform characteristics, but
with a search model containing an infinite set of data of different quality, the right to select and
synthesize which is given to the student himself. Much of the above applies to vitagenic (requires the
student to actualize the entire set of knowledge, skills and abilities acquired by him in the course of
carrying out any activity), contextual (initiates the process of modeling the subject and social content
of future professional activity in the training of specialists) and model (promotes the development of
the student's cognitive, social and professional activity in the course of solving situational problems
of a social, industrial, managerial and other nature) training. Integration in pedagogy can serve as a
means of developing and improving scientific and pedagogical knowledge and the pedagogical
process itself [10].
3. Technological function. Based on the article by O. E. Liseychikov, we will highlight the
following components: compression, compaction of information and time; elimination of duplication
and establishment of continuity in the development of knowledge and skills; interpenetration of
knowledge and skills of some disciplines into others; systematization of concepts, facts, skills and
abilities; denial of some part of the acquired knowledge, skills in the development of generalized
“ZAMONAVIY BIOLOGIYANING DOLZARB MUAMMOLARI VA
RIVOJLANISH ISTIQBOLLARI”
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adu.uz
universaljurnal.uz
757
integrative properties; establishment of subordination and coordination between the cooperating
knowledge [11].
The paragraph highlights and describes the invariant functions of pedagogical integration -
methodological, developmental and technological. The central place among them is occupied by the
developmental function, affecting all areas of educational theory and practice, including the subject
of education itself - a person. This does not indicate that integration has negative aspects, such as the
ability to destroy established traditional knowledge systems in the process of creating integrative
courses, but only confirms the idea of the need to develop conditions that ensure a positive impact of
integration on all components of the pedagogical (scientific and pedagogical) process and, above all,
on the person himself.
Modern Integration Methods in Teaching Natural Sciences
Natural sciences — including subjects such as biology, chemistry, physics, and geology —
cover many theoretical and practical aspects in the learning process. Therefore, using modern
integration methods in teaching these subjects is essential. Integration methods help students see
interdisciplinary connections and deepen their understanding of the material.
Integration Methods and Their Importance
Integration methods are pedagogical approaches aimed at studying the relationships between
different subjects and combining them effectively. Through these methods, students:
·
Understand interdisciplinary connections;
·
Learn how to apply their knowledge in practice;
·
Demonstrate creativity in solving problems.
For example, by combining biology and chemistry, students can better understand the process
of photosynthesis in plants. In this case, chemical reactions and biological processes are studied
together
Modern Technologies and Integration
Modern technologies are a crucial component of integration methods. Interactive learning
platforms, virtual laboratories, and online resources provide students with opportunities to conduct
experiments, analyze data, and apply theoretical knowledge in practice.
For instance, with the help of online simulators, students can observe chemical reactions in a
virtual environment. This allows them to test theoretical knowledge practically and helps teachers
make lessons more engaging.
Teacher Preparation
To effectively use modern integration methods, teachers must also be well-prepared. They need
to be familiar with modern pedagogical approaches, technologies, and methodologies. Organizing
seminars, training sessions, and master classes can help improve teachers’ professional skills.
Teachers should use interactive methods in their lessons to ensure active student participation.
This makes the lesson more interesting and effective.
Conclusion
In conclusion, using modern integration methods in teaching natural sciences is an effective
approach to expanding the knowledge of primary school students, fostering creativity, and helping
them understand interdisciplinary relationships. Teachers should support the use of modern
technologies and engage students through interdisciplinary projects. For this process to be successful,
teacher preparation also plays a crucial role.
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