THE EFFECTIVENESS OF THE APPLICATION OF THE METHODOLOGY OF PROJECT-BASED LEARNING IN GENERAL BIOLOGY IN THE FORMATION OF STUDENTS' SUBJECT AND META-SUBJECT COMPETENCIES

• Published in: Russian Journal of Education and Psychology Vol. 15; no. 6; pp. 244 - 265
• Main Authors: Shekhmirzova, Andzhelika M., Gribina, Lyudmila V., Tuguz, Fatima A., Blagoz, Nafiset S.
• Format: Journal Article
• Language: English
• Published: Science and Innovation Center Publishing House 30.12.2024
• Subjects: ect-based learning methodology; experimental work; general biology; interdisciplinary concepts; project; project-based learning; subject competencies; universal learning activities
• ISSN: 2658-4034; 2782-3563
• DOI: 10.12731/2658-4034-2024-15-6-719

Background. The system-activity approach as the methodological basis of modern educational standards has determined the need to involve schoolchildren in project activities at all levels of general education in accordance with the principle of continuity in the formation of subject and meta-subject competencies (UUD). The application of project-based learning in the study of general biology is actualized by the need for students to develop the skills of independent search, analysis and generalization of information in the course of solving scientific, personally and socially significant biological problems using subject and interdisciplinary knowledge. The shortcomings of the organization of project activities in general biology in a modern school and the difficulties experienced by subject students at the same time leave open the question of the effective application of the methodology. The purpose of the study is to substantiate the effectiveness of the developed methodology in general biology for the formation of subject and meta-subject competencies in students of the federal state educational standard. Materials and methods. Both theoretical and empirical research methods were used to achieve the goal. From the group of theoretical methods, the analysis and generalization of pedagogical and methodological literature, the study of biology textbooks and educational resources on the Internet were used. Empirical methods included collecting and analyzing the experience of biology teachers, observing their work, questioning subject matter students, as well as testing schoolchildren to assess the level of competence formation. The experimental data were processed using mathematical and statistical methods. Results. The results showed that the methodology of project-based learning contributes to the formation of subject and meta-subject competencies in the study of general biology. Although the data at the ascertaining and formative stages of the experiment for the control group changed slightly, a noticeable dynamic was revealed in the experimental group. No statistically significant differences were found. The results confirm the hypothesis about the effectiveness of using project-based learning in the educational process. The experimental data showed that the effectiveness of the educational process in the study of "General Biology" increases with the application of the developed methodology of project-based learning. EDN: ZOFOHA