scholarly journals METHODS OF BIOLOGY TEACHING IN CONNECTION WITH OTHER NATURAL SCIENCES

2020 ◽  
Vol 57 (06) ◽  
pp. 13-17
Author(s):  
Vusale Hajiyeva
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Interdisciplinary Communication ◽  
Natural Sciences ◽  
Individual Characteristics ◽  
Educational Process ◽  
Holistic View ◽  
Effectiveness Of Training ◽  
The Right

This article is devoted to the ways and means of establishing interdisciplinary communication between biology and natural sciences. The main purpose of the research is to explore ways to properly establish interdisciplinary communication in the learning process, as well as in the teaching of biology. In the field of integration in education, it is impossible to achieve success in teaching different subjects, especially without the use of interdisciplinary communication. Integration has become one of the main principles of training in modern period, as well as the basis of the educational process. Teaching subjects at a coherent pace will increase the effectiveness of the perceptual process, as well as accelerate the formation of motivation in the learning process. Teaching biology in conjunction with other natural sciences will help students to form a correct worldview, as well as create a complete and holistic view of the world. However, special attention should be paid to the establishment of interdisciplinary communication in accordance with the age and individual characteristics of students. For this, the right forms and methods must be used. The article provides information about these forms and methods, the mechanisms of their use. It is especially important to establish interdisciplinary links, as well as the form in which they are organized to increase the effectiveness of training. Form means the outward expression of the organized activity. Forms of work organized individually, in groups, in groups and in pairs are used during active learning. Depending on the level of difficulty of the topic and the interdisciplinary relationship created, as well as the age and perceptual characteristics of students, the forms of work should be chosen by the teacher at the stage of lesson planning. In addition, the use of teaching methods in establishing interdisciplinary links is of particular importance. The use of these teaching methods will be of particular importance in the formation of logical, creative, critical thinking in students. Teaching methods include both traditionally used oral, visual, and practical methods, as well as active learning methods used in modern education. Also, the organization of out of class, out of lesson activities and nature excursions is one of the main ways to establish interdisciplinary communication. It is known that it is impossible to fully establish the connection between biology and other natural sciences in the teaching process. The best way to deal with this problem is to turn to out of lesson, out of class activities. Significance Application: Can be used to properly organize interdisciplinary communication in biology classes in secondary schools. Keywords: Integration, training, biology, interdisciplinary communication, method

METHODOLOGICAL BASIS OF REALIZATION OF INTERSUBJECT COMMUNICATIONS OF PHYSICS WITH THE NATURAL SCIENCES IN SCIENCE EDUCATION

2020 ◽  
Vol 69 (1) ◽  
pp. 190-193
Author(s):  
А. Jumadillayevа ◽  
◽  
K. Jumadillayev ◽  
Z. Jakupova ◽  
A. Kozybay ◽  
...  
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Interdisciplinary Communication ◽  
Natural Sciences ◽  
Educational Process ◽  
Holistic View ◽  
The World ◽  
Interdisciplinary Knowledge ◽  
Natural Science Education ◽  
Relationship Of

The article deal with the problems of implementing intersubject communications of physics with the natural sciences in natural science education. The relevance, significance, goals, methods and forms of the implementation of intersubject communications of physics with the natural sciences in natural science education are established. It is shown that the only way for future teachers of physics to form deep and systematic knowledge is to prepare them for the implementation of interdisciplinary knowledge. Intersubject communication should be considered as a manifestation in the educational process of the relationship of different sciences. No single science, no matter how significant and developed it may be, can create a holistic view of the world, but can only take part in its formation. Interdisciplinary communication, acting as a bridge connecting all objects and sciences, opens up wide opportunities for the development of specific sciences and the scientific picture of the world. Therefore, interdisciplinary communication, as a prerequisite for the successful development of scientific knowledge, and as a method of searching for new results and cognition, reveals to students the way of understanding the world, and thereby ensures conceptual thinking.

scholarly journals THE ROLE OF ADULT STUDENT’S INDIVIDUALITY IN OPTIMIZATION OF EDUCATIONAL PROCESS

2018 ◽  
Author(s):  
Olha Serheieva
Keyword(s):  
Educational Process ◽  
Educational Groups ◽  
Effectiveness Of Training ◽  
Conducting Research ◽  
The Right ◽  
The Way

The article outlines the main criteria for determining the temperament of the student for the formation of educational groups in order to optimize the educational process. It describes the way of conducting research to identify the effectiveness of training students with a predominant phlegmatic type of temperament (introverts) and students with a predominant choleric type of temperament (extroverts) in separate academic groups. The article also touches upon the problem of the right to have a mistake as the only way to the educational growth of a person. The main results of the study are pointed out.

scholarly journals Sanksi Pidana terhadap Guru yang Melakukan Tindak Penganiayaan kepada Murid saat Proses Pembelajaran

2020 ◽  
Vol 1 (1) ◽  
pp. 44-50
Author(s):  
Anak Agung Ngurah Adhi Wibisana ◽  
I Made Sepud ◽  
I Made Minggu Widyantara
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Criminal Code ◽  
The Body ◽  
Data Sources ◽  
Criminal Sanctions ◽  
The World ◽  
Pros And Cons ◽  
The Right ◽  
Laws And Regulations

Indonesia has a law on education, namely Law No. 14 of 2005 on Teachers and Lecturers. In its implementation, there is a case that causes pros and cons to the statement of every article of the Teacher and Lecturer Law, especially in relation to the right to defend oneself in criminal acts of persecution. The purpose of this research is to know the arrangement of teaching methods for students during the learning process and to know the criminal sanctions against teachers who abuse students during the learning process. This study uses a normative method with the main data sources namely laws and regulations. The results showed that the element of an act, and / or the result of an act, pain in the body, and injuries to the body contained in Article 351 paragraph (1) of the Criminal Code refers to the Teacher and Lecturer Law, namely in Article 77 paragraph (6). This article defines the basis of persecution, namely actions that cause pain to a person. The criminal act of persecution in the world of education, at least, must be considered with the intention of disciplining and educating the nation's life.

scholarly journals Constructivism in the training of students of pedagogical specialties

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 57-67
Author(s):  
Liliya Manchulenko ◽  
Nataliia Nosovets ◽  
Hanna Chorna ◽  
Olena Fonariuk ◽  
Tetiana Turbar
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Research Methodology ◽  
Educational Process ◽  
Student Surveys ◽  
Constructivist Pedagogy ◽  
Level Of Activity ◽  
Scientific Value ◽  
Experimental Group

The purpose of this article is to evaluate the effectiveness of models of training students in pedagogical specialties based on the theory of constructivism. The research methodology is based on a survey of students on the acquisition of knowledge in the learning process on the example of universities in Ukraine and Poland. The results of the study demonstrate the formation of students' knowledge in the process of organizing learning based on the methods of pedagogical constructivism. Students of the experimental group demonstrate a higher level of activity if the teacher uses communication and trust-oriented teaching methods. The scientific value of this research lies in the possibility of using the results of student surveys by teachers of pedagogical universities to understand which elements of constructivist pedagogy should be used to increase the efficiency of the educational process.

TEACHING METHODS TO IMPROVE LEARNING SKILLS OF TEENAGERS OF PUPILS

2020 ◽  
Vol 20 (1) ◽  
pp. 49-54
Author(s):  
Zhypargul Aydarova ◽  
Keyword(s):  
Learning Process ◽  
Education System ◽  
Teaching Methods ◽  
Cognitive Process ◽  
Learning Technologies ◽  
Educational Process ◽  
Reading Process ◽  
Learning Skills ◽  
Reading And Writing ◽  
Pedagogical Methods

The article talks about the need to apply pedagogical methods, techniques, and learning technologies to help students actively and more actively participate in the cognitive process as a result of changes in the education system. Pedagogical principles that affect the effectiveness of the educational process, serve as the basis for the application. The main purpose of applying the proposed pedagogical methods is to interest students in the reading process, which is why they must be selected taking into account the age characteristics of adolescents. In addition, the article offers an answer to the question of how can we raise the activity of teenage children? Applying reading and writing in the activities of students of adolescents in the learning process, we can build their informational competence.

scholarly journals Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style

2020 ◽  
Vol 10 (4) ◽  
pp. 87
Author(s):  
Nina Pološki Vokić ◽  
Ana Aleksić
Keyword(s):  
Graduate Students ◽  
Learning Style ◽  
Empirical Research ◽  
Learning Process ◽  
Generation Y ◽  
Teaching Methods ◽  
Individual Characteristics ◽  
Active Teaching ◽  
Perceptions Of Students

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.

scholarly journals APPLICATION OF ACTIVE AND INTERACTIVE TEACHING METHODS IN THE EDUCATIONAL PROCESS OF HIGHER SCHOOL

2021 ◽  
pp. 177-188
Author(s):  
Gani Zhumabaevich Yelmuratov ◽  
Ainagul Balgauovna Kaliyeva ◽  
Botagoz Zhumabaevna Yelmuratova ◽  
Maisa Zhumabaevna Kulumbaeva
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Strategy ◽  
Strategy Use ◽  
Educational Process ◽  
Educational Technologies ◽  
Interactive Teaching

The article discusses the features of active and interactive teaching methods. The analysis of the application of these methods in the educational process of higher education is carried out, it is said that a teacher of a higher school must not only transfer scientific knowledge, but also be able to choose the optimal teaching strategy, use modern educational technologies, creating the prerequisites for creativity. The authors note that the educational process, based on the use of active and interactive teaching methods, is organized taking into account the inclusion in the learning process of all students in the group, without exception. The article also indicates the possibility in the process of teaching the teacher to choose both one method and use a combination of several. According to the authors, a successful application depends on the consistency and correlation of the selected methods and tasks.

scholarly journals ANALYZING THE METHOD GAME-BASED LEARNING

2020 ◽  
Vol 9 ◽  
Author(s):  
Назым Кайрат
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Learning Method ◽  
Game Based Learning ◽  
Ability To Work ◽  
Traditional Teaching Methods

This article discusses the benefits of using game-based learning. The purpose of the article: to provide a method that would make it easier for students to understand and accept the new topics at school and to remember the learned materials for a long time.Increasing the interest and activity of schoolchildren is an important part of the learning process. Motivating students is one of the biggest challenges for teachers. It is quite possible that the use of traditional teaching methods alone will cause indifference in students. Therefore, it is better to use active learning methods so that the lesson is not boring. In this regard, the use of game-based learning technology can increase the motivation of students to learn.Based on the research materials, it can be concluded that the game-based learning method facilitates students' learning and motivates students, allows them to work with classmates, i.e. increases the ability to work in groups, helps to overcome indifference to mathematics, creates a fun learning environment.

scholarly journals Active teaching methods as a component of innovation in geography teaching

2019 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Cognitive Process ◽  
Educational Process ◽  
Internet Technology ◽  
Educational Activity ◽  
Main Task ◽  
Active Teaching ◽  
Geography Teaching ◽  
The Subject

Introduction. In times of rapid informatization of society and change of technology, the main task of the modern educational process should be to expanse and deepen intellectual abilities of an individual, to motivate and prepare a person for independent work with information fl ows, to develop critical thinking and creative skills. The usage of active teaching methods helps to achieve such goals. The methods of active teaching and learning have attracted the interest of teachers and other professionals in the fi eld of education. A large number of literary sources demonstrate the benefi ts of an active approach that engages students in the learning process and requires from them action more than observations; provides a deeper and more complete understanding of the subject. The purpose of this article is to analyze the usage of active teaching methods as a component of innovation in the educational process of geography teaching in general educational institutions. The main material. One of the fi rst commonly used and detailed methods of active teaching was the method of business games. Mary Birshtein was the author of the world’s fi rst business game. Active methods of teaching are ways to enhance the educational and cognitive activity of pupils, which encourage them to actively engage into intellectual and practical activity in the process of mastering the subject. Not only the teacher is active, but pupils are active as well. There are such special features of active teaching: – a purposeful activation of schoolchildren’s thinking; – enough time to engage pupils into the learning process, their activity must be sustainable and long-lasting; – an independent creative decision-making process, high degree of motivation and emotionality of schoolchildren; – a constant interaction of subjects of educational activity with the help of direct and feedback links, free exchange of thoughts on the ways of solving some problem. There are different approaches to the classification of active teaching methods. A. Smolkin conducted a classification based on the nature of educational and cognitive and gaming activities, due to which methods of active teaching are divided into imitation and non-imitation. There are also group and individual methods. There are various methods and forms of active teaching organization: – lectures (problem lectures, lectures-visualizations, lectures with pre-planned mistakes, lectures in form of press conferences, lectures-conversation, lectures-discussion, lectures with the analysis of specific situations); – different techniques of group work organization (training that targets students to the exchange of information such as brain attack); – different methods (discussion, game simulation, etc.). In the new educational process functions and roles of teachers and pupils during classes are changing. Many researchers distinguish the following roles of a teacher: the head; the facilitator; the mentor; the adviser; the organizer; the full participant of the cognitive process. Roles of a pupil are: the researcher; the pupil who is actively involved in the cognitive process along with the teacher. With the development of modern technology, it becomes easier for teachers of geography to diversify the teaching process through various computer programs that develop spatial thinking, the ability to analyze and compare. Internet technology makes it possible to get information from almost anywhere in the world. Active teaching methods help to learn the management of the current information flow, its analysis and effective communication with each other, which is important in the modern world. There are plenty of active teaching methods, and creation of the new ones is regulated only by the imagination of teachers. In this article have been proposed some active teaching methods to be used in school, namely, 22 methods. Their classification due to the usage at some stage of the lesson (actualization of knowledge, study of the new material, discussion, generalization and repetition) has been suggested. Conclusions. There is a broad methodological base, a lot of recommendations and tips for conducting lessons using active teaching methods. In general, the literature review has shown that the issues of activation of education are relevant nowadays and more and more teachers become interested in it. Therefore it is possible to assume that in future the usage of active teaching methods will turn from modern tendencies and innovations to the obligatory condition for the educational process. The schemes of possible interactions of selected active teaching methods in the lesson of geography, at different stages of the lesson have been proposed. The two presented schemes allow teachers to devote more time and attention to the discussion during the lesson, which is a great approach for senior schoolchildren, since in high school students are most often focused on active and demonstrative language activities. And the following two schemes are focused on studying a new topic in the class. Such a set and such a sequence of methods provide a comfortable and interesting lesson for pupils of general education institutions.

scholarly journals Roles matter: Graduate student perceptions of active learning in the STEM courses they take and those they teach

2021 ◽  
Vol 104 (4) ◽  
pp. 003685042110335
Author(s):  
Lorelei Patrick ◽  
Leigh Anne Howell ◽  
Everett William Wischusen
Keyword(s):  
Graduate Students ◽  
Active Learning ◽  
Student Perceptions ◽  
Stem Education ◽  
Teaching Methods ◽  
Graduate Level ◽  
Class Time ◽  
Science Technology ◽  
Undergraduate Science ◽  
The Right

Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were devoting the right amount of class time to active learning in the classes they taught. Graduate students also felt that they were using teaching methods in the classes they taught that were different from those they thought should be used when teaching undergraduates and were different from how they preferred to learn when taking classes.

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