Methods of teaching biology: educational-methodical manual 9786010430471

Citation preview

AL-FARABI KAZAKH NATIONAL UNIVERSITY

A. Y. Ydyrys

METHODS OF TEACHING BIOLOGY Educational-methodical manual

Almaty «Qazaq University» 2017

1

UDC 57 (075) LBC 28.0 я 73 Y 35 Recommended for publication by the decision of the Faculty of Biology and Biotechnology Academic Council, and Editorial and Publishing Council of al-Farabi Kazakh National University (Protocol №3 dated 07.12.2017)

Reviewer Doctor of biological sciences, Professor M.S. Kurmanbaeva

Y 35

Ydyrys A.Y. Methods of teaching biology: educational-methodical manual / A.Y. Ydyrys. – Almaty: Qazaq University, 2017. – 220 p. ISBN 978-601-04-3047-1 This Book opens bases of a technique of teaching biology as one of branches of pedagogical sciences. In it from modern positions the purposes of biological education, the changes happening in its contents and structure, means, methods and forms of optimum training of pupils are stated. The educational-methodical manual includes nine chapters in which both classical methodical provisions, and new are reflected approaches to teaching biology. They disclose aspects of the personal focused, humanitarian, valuable and culturological approaches to the organization of educational process. The contents of the educational-methodical manual are constructed in such a way that allows the teacher of biology to understand problems of teaching a subject – to be able to prove the choice of programs, to define their merits and demerits, to select forms, methods and tutorials, to create thematic plans, etc. Published in authorial release.

UDC 57 (075) LBC 28.0 я 73 ISBN 978-601-04-3047-1

© Ydyrys A.Y., 2017 © Al-Farabi KazNU, 2017

2

СONTENTS INTRODUCTION ................................................................................... 5 CHAPTER 1. A SUBJECT, THE PROBLEMS, HISTORY AND MAIN STAGES OF METHODS OF TEACHING BIOLOGY ................................................................... 8 1.1. Today's purpose, objectives of methods of teaching biology. ............. 8 1.2. Brief history of formation and development of methodology of teaching biology in the world ................................................................ 11 1.3. History and main stages in the development of methods of biology teaching in the Kazakhstan ....................................................................... 18 1.4. Didactics and methodology ................................................................ 30 1.5. Modern problems of methods of teaching biology.............................. 39 CHAPTER 2. METHODS OF TEACHING BIOLOGY ...................... 51 2.1. Classification teaching methods: verbal, visual and practical. .............................................................................................. 52 2.2. Lecture method ................................................................................... 58 2.3. Discussion method .............................................................................. 63 2.4. Demonstration method ........................................................................ 72 2.5. Brainstorming method ....................................................................... 76 2.6. Case Study method ............................................................................. 83 2.7. Practical methods ............................................................................... 88 2.8. Other innovation teaching methods in biology ................................... 100 CHAPTER 3. METHODS OF FORMATION OF SKILLS IN BIOLOGY ........................................................................................... 108 3.1. Management of the intellectual development of pupils in the process of their learning of biology ................................................. 110 3.2. Peculiarities of the formation of methodology skills in the teaching of biology .......................................................................... 113 CHAPTER 4. IMPLEMENTATION OF EDUCATION IN TEACHING BIOLOGY .................................................................... 116 4.1. Features of environmental education in the school ............................. 118 4.2. Upbringing in the teaching biology..................................................... 119

3

CHAPTER 5. TECHNIQUE OF FORMATION AND DEVELOPMENT OF BIOLOGICAL CONCEPTS ................... 123 5.1. Overview of the system of means of teaching of biology ................... 126 5.2. Characteristics of different types of visual aids in biology ................ 129 CHAPTER 6. EXTRACURRICULAR WORK IS COMPULSORY AND IS PERFORMED ON SPECIAL ................ 131 6.1. Role of teachers in co-curricular activities ......................................... 132 CHAPTER 7. LESSON – THE BASIC FORM OF TEACHING BIOLOGY ................................................................................................ 135 7.1. Calendar-thematic lesson planning in biology .................................... 137 7.2. Assessment of pupils knowledge at the lessons .................................. 139 CHAPTER 8. HOMEWORK IN THE FORM OF EDUCATION ...... 142 CHAPTER 9. THE SUBJECT OF BIOLOGY IN THE SCHOOL ..... 146 9.1. Methodological basis of the study of «plants», «bacteria, fungi, lichens» sections ............................................................................. 151 9.2. Methodological basis of the study of animals ..................................... 161 TESTS FOR SELF-CONTROL ............................................................. 165 REFERENCES ........................................................................................ 218

4

INTRODUCTION

T

he main requirement for the subject of teaching biology – training of high-level of professional biology teacher. The purpose of this course is the walls of the school with a degree in biology education and high-level biology teachers prepare to meet the state educational standards. In this regard, the education of pupils for each teacher creates a route to the goals and objectives of education, personal development, and education in the future. As a result of the development of the course, every each pupil do the extracurricular work in the field of biology, at first to study the create of a preliminary model (models), every each pupil in accordance with the level of psycho-physiological age, have the ability to implement measures beyond the class and should learn how to organize it; effective and acceptable methods depending on the purpose and content of the training material by selecting the best to meet the needs of pupils in accordance with the age and model (conveniently) of the methods, education, development of effective use of the integrated teaching aids; the educational process, training on a regular basis, with day-to-day analysis of numerical search, and the ability to improve their professional skills. Method of teaching biology – science about system of process of the training and education caused by features of a school subject. The science is the sphere of research activity directed to obtaining new knowledge of objects and the phenomena. The science includes knowledge of a studying subject, it main problem – to learn him more stoutly and more deeply. The main function of science – a research. An object of research of a technique of training of biology are the theory and practice of training, education and development of pupils in this subject. 5

The method as science is faced by problems of detection of regularities of process of training of biology. The main signs of science, as a general rule, are the purposes, a subject of its studying, methods of knowledge and a form of expression of knowledge (in the form of fundamental scientific provisions, the principles, laws, regularities, theories and the facts, terms). Also the history of formation and development of science, names of the scientists who enriched it with the opening matter. Method of teaching biology determines the education purposes, content of the subject «Biology» and the principles of its selection. The education purposes along with content, process and result of education is an important element of any pedagogical system. Methodologists consider that forming of a target component of modern biological school education depends on a value system that is determined by education level, good breeding level, level of development of the pupil. The purpose of general secondary biological education is determined taking into account the called values and such factors as integrity of the human person, a prognostication, succession in system of life-long education. Among the main objectives there are techniques of training of biology as sciences can be allocated the following: 1) determination of a role of a subject of biology; 2) development of offers on creation and enhancement of school programs and textbooks; 3) determination of content of a subject; 4) development of methods and acceptances, and also organizational forms of education of school pupils; 5) development and check in practice of equipment of educational process. Object and subject of research – the most important concepts of any science. Object of a research of a technique of training of biology – the teaching and educational (educational) process connected with this subject. A subject of research of a technique are the purposes and content of educational process, methods, means and forms of education, education and development of pupils. In development of science, its practical application and assessment of achievements rather essential role belongs to methods of scientific research. The following conducting biology training me6

thods: observation, pedagogical experiment, modeling, forecasting, testing, high quality and quantitative analysis of pedagogical achievements. In method of teaching biology, practically all theories are formulated with a support on a natural pedagogical experiment, approbation of the ideas in mass practice of training, in a close combination of empirical and theoretical knowledge. Nowadays method of teaching biology in the scientific baggage has a number of such important theories as «Development of biological concepts», «System of forms of education of biology», «Development of system of ecological concepts is aware of biology», etc. This book briefly described the history and current issues of biological education. The basic methods of teaching biology are considered, their advantages and disadvantages are described. At the end of each chapter, students were answered questions of self-assessment. At the end of the book, test questions are given on methods of teaching general biology. The test tasks are based on individual research of development and biological education of students' logical thinking.

7

CHAPTER

1

A SUBJECT, THE PROBLEMS, HISTORY AND MAIN STAGES OF METHODS OF TEACHING BIOLOGY

1.1. Today's purpose, objectives of methods of teaching biology «Biology is a subject all young people deserve to be taught to the very highest standards. As a biology teacher, you can richly enhance pupils’ understanding of themselves and the world around them, and set them up to succeed in a diverse range of important careers». Methods of teaching biology subject: – Laid the foundation of the discipline of the scientific and practical knowledge, public and private methods of theoretical and practical courses to learn the basics; – Develop teaching skills, professional knowledge and pedagogical skills, as well as skills changes; By using Biology innovative teaching methods to teach future teachers, the world’s leading practitioners to learn new technologies; Teaching and advanced training and experience in the field during practice, qualified practical application of theoretical knowledge with the development of training; The quality of teaching and professional knowledge, culture and creative thinking, personal style and research methods, improve the level of their own research in their professional biologist to address issues such as teacher training. The main function of teaching biology: Teaching – (pupils teaching training specialists in the future); 8

Adaptation – (during the teaching of biology by introducing different types of educational research pupil's activities (diagnostics, planning, forecasting, long-term, thematic lesson plans, class lessons and other educational text); Education – (different types of revealing the methods, introduced the basic laws of biology, in accordance with the requirements of modern education methods); Developing – (during the course pupils develop pedagogical skills, abilities, skills, skills formation, paying attention to its weaknesses). The future by the development of the discipline's personality, the presence of professional development: Teaching – (scientific approach to provide educational services to meet the teacher called value); Orientations – Impose a direction of oriented, love with the heart to choose the future of the teaching profession. To encourage professionally individual growth, improved to reach a higher level; Motivation – have sensible reasons for choosing this profession, empowerment, contents conscious interest in teaching activities make a positive view of the future; Reflective – (personal characteristics to make the comparison, comparing the personal qualities of the people). The main requirements of the subjects of Biology teaching on pupils: − Education system in the study of biology teaching methods and organization; − Management for the implementation of the theoretical basis for teaching biology in general; − The contents of the general construction of biological knowledge, the principle of copyright education programs, textbooks and biology guides content, structure, etc. − Learning to organize their day-to-day professional analysis of relevant data and information cumeric accumulating the ways in which the principles of operation; − To conduct research in their specialty, methodical work features; – Based on the scientific basis of the teacher's labor organization of scientific and informational materials closeness need to know. 9

At the same time, they are: – to learn the biology and other subjects according to their age and personal knowledge of the typical features of the social and psychological features ,to collective using depending on the circumstances and the actual teaching; − Biological educational work, the software for the depth and the level of self-learning skills; − New information technology training, educational and laboratory equipment; − Exposure to create the office of biology, biology abolish the use of the materials in the learning process, the wildlife angle and design museums; − Educational sites of the educational work of the organization and ways to use the crop during the cultivation of agricultural regulations; − Pupils observe natural phenomena, interpretation, different work (work group) to carry out a way to identify the plants and animals; − Pupils, environmental, labor, aesthetic, ethical and patriotic education of methods of work; − The results of analyzing the innovator with the best educational experience to use in everyday work; The main purpose of improving their skills on a regular basis should be established. Tasks of methods of teaching biology function biology teacher: − Preparing and delivering lessons to a range of classes of different ages and abilities; − Marking work, giving appropriate feedback and maintaining records of pupils' progress and development; − Researching new topic areas, maintaining up-to-date subject knowledge, and devising and writing new curriculum materials; − Selecting and using a range of different learning resources and equipment, including podcasts and interactive whiteboards; − Preparing pupils for qualifications and external examinations; − Managing pupil behavior in the classroom and on school premises, and applying appropriate and effective measures in cases of misbehavior; 10

− Undertaking pastoral duties, such as taking on the role of form tutor, and supporting pupils on an individual basis through academic or personal difficulties; − Communicating with parents and carers over pupils' progress and participating in departmental meetings, parents' evenings and whole school training events; − Liaising with other professionals, such as learning mentors, careers advisers, educational psychologists and education welfare officers; − Supervising and supporting the work of teaching assistants, trainee teachers and newly qualified teachers; − Participating in, and organizing extracurricular activities, such as outings, social activities and sporting events; − Undergoing regular observations and participating in regular in-service training as part of continuing professional development.

1.2. Brief history of formation and development of methodology of teaching biology in the world The word «methodology» comes from the Greek «methodos» – the way to anything, the path of exploration or the way of cognition. Its meaning was not always the same, the name changed. The name of the subject «Biology» also changed in accordance with the level of development of this science. The formation of the methodology of teaching biology can be traced with deep antiquities. So in the world was a folk school, where was used the Psalter book, it set out some information about natural science. At the first stages, the content of school natural science was far from science, and had a religious orientation. John Amos Comenius (1592-1670) the Czech educator, remembered mainly for his innovations in methods of teaching, especially languages. He favored the learning of Latin to facilitate the study of European culture. Johann Heinrich Pestalozzi (1746-1827) a Swiss educator advocated learning by doing and argued that teaching and learning must be largely analytical. Huxley (1968 [1854]) tends to reduce the 11

anxiety of scientific investigation thus: «Now a great deal is said about the peculiarity of the scientific method in general, and of the different methods which are pursued in the different sciences...So far as I can arrive at any clear comprehension of the matter, Science is not, as many would seem to suppose, a modification of the black art,...Science is, I believe, nothing but trained and organized common sense» . Boston Latin School was founded in 1635 and is both the first public school and oldest existing school in the United States Massachusetts, in 1644 and was run by Rev. Ralph Wheelock. We know that, in the 17th century, the first American schools in the thirteen original colonies opened. In Dedham was opened the first tax-supported public school by people, Cremin (1970) stresses that colonists tried at first to educate by the traditional English methods of community, family, church, and apprenticeship, with schools later becoming the key agent in «socialization». Single working-class people formed a large part of the population in the early years, arriving as indentured servants. The elite planter class did not support public education but arranged for private tutors for their children, and sent some to England at appropriate ages for further education. By the mid-19th century, the role of the schools in New England had expanded to such an extent, which they took over many of the educational tasks handled by parents. All the New England’s schools was colonies required towns to set up and did it. In 1642, the Massachusetts Bay Colony made «proper» education compulsory which are other New England colonies followed this example. Similar statutes were adopted in other colonies in the 1640s and 1650s. The schools were all male and all white, with few facilities for girls. In the 18th century, «common schools» were established; pupils of all ages were under the control of one teacher in one room. Although they were supplied at the local (town) level, they were not free. Pupils' families were charged tuition or «rate bills». In Russia, schools were created, as a rule, at the church or monastery. Along with grammar and rhetoric, here was teach mathematics and physics. Among the first books of the XV century, used in the education of children in Russia, was a collection of short stories – «The Physiologist» about real and fantastic animals. 12

In the XVI century, a book falls into Russia, which translated from Latin into Russian language, Lucidarius. It contains a large material of a naturalistic nature, including the change of day and night, about different countries, about their animal world, about water, air, etc. In the 17th century, in Russia was very popular the composition of an unknown Latin author of the early 16th century – «The problematics». In this treatise, was described the ideas of Aristotle and Hippocrates about nature. Significant interest for Russia in the XVIII century represented the work «Mirror of the Nature». The composition included information on the structure of the universe, inorganic substances, plants, animals and man. Thus, in Russia until the XVIII century, the naturalistic education was based on outdated medieval and ancient sources. And at the same time, already in the XVII century, the state felt an acute need for literate specialists. In the late XVII – early XVIII century, the first secular schools are being created. In addition to literacy and numeracy, pupils also received information on natural science, which provided the vocational training, necessary for geological research, exploration of subsoil, organization of various industrial productions. In 1724, Peter I founded the St. Petersburg Academy of Sciences. By his academicians made many large natural and scientific discoveries (M. V. Lomonosov, G.V. Steller, S.P. Krasheninnikov, V.F. Zuev, and others), by the end of the XVIII century. Experimental research, travel of Russian scientists discovered the animal and plant world for science and practice; scientists have created scientific works on soils, relief, climate, bowels of our country. These naturalscientific discoveries are reflected in the content of school education. The ХVIII century. Natural science as a subject for the first time introduced in the schools of Russia only at the end of the XVIII century – during the reform of public education in 1782-1786. In 1783, the first teacher's seminary was opened for teacher training. According to the plan of school reform in cities were created, there were two types of people's schools: the main ones – 5-year-olds and small ones – 2-year-olds. The subject «Natural History» was introduced on the last two years of study in 5-year schools. To work on a textbook on natural science was invited scientist – Vasily Fedorovich Zuev. 13

In 1786, without indicating the author's name, was published the first domestic textbook of natural science, entitled «The Inscription of Natural History, published for folk colleges of the Russian Empire by the highest order of the reigning Empress Catherine the Second». We can assume that this year the history of the national methodology of teaching biology began. V.F. Zuev had to solve all the main methodological tasks of teaching the first introduced subject (selection of educational content, its structure, style of presentation), to realize the training objectives in accordance with the demands of society, to determine the methods and means of teaching. The textbook consists of two parts (books) and is divided into three divisions: «Fossil kingdom» (inanimate nature), «The vegetated kingdom» (botany) and «Animal kingdom» (zoology). In Zuev's time, plants were called «vegetation», it was believed that they «freeze» in winter, hence the name – «a vegetated kingdom». The first part describes the land, stones, salts, combustible substances, semimetals and fossils. The botanical part begins with a short essay on the life and structure of plants, here it is also mentioned about their «cellular» structure, then follows a scientific description of individual representatives of the vegetable kingdom. The zoological part is also presented in the scientific plan, while a very lively narrative about individual animals with elements of a description of their way of life and habits is conducted. The book gives information about the structure of the human body. About a person, V.F. Zuev said that: «According to the structure of the human bodyit like other beast animal». In the textbook, a predominant interest in local material is well expressed. A total of 148 plants and 157 animals are described in the textbook. This text is easy to read, as it is presented in simple language with the use of interesting biological and practical (applied) material. V.F. Zuyev was able to include in the school textbook, along with morphology and systematics, a great amount of factual material on ecology. V.F Zuev's textbook «The Inscription of Natural History ..». became the main and only tool for pupils and teachers in the study of nature. The content of the textbook, the style of its presentation by 14

right deserved a high evaluation of scientists (contemporaries of the author) and methodologists of our days. This textbook was simultaneously and the first program on science in the school, and the first methodical tool. It contains a number of instructions on how to carry out the teaching process (the author recommends building lessons in the form of a conversation), which visual aids to use, how to organize a subject room. Scientists have issued a zoological atlas, composed of 57 separate tables. These tables have been widely used in the national school for more than 40 years. Solving the practical problems of teaching natural history, V.F. Zuev outlined a number of the most important problems in the methodology: the interrelationship of science and the academic subject, the scientific content, etc., the interrelationship of the methods of instruction in secondary and higher schools. Thus, Academician V.F Zuev laid the foundation for the national method of teaching biology and is rightfully considered its founder. XIX century. In the first half of the XIX century, according to the new school statute (1804), folk schools were transformed into grammar schools, which gave the right to pupils to enter the university. The teachers' seminary was reorganized into the Pedagogical Institute, where the teaching of the methodology was continued by the pupil В. F Zuev, Andrei Mikhailovich Teryaev (1767 – 1827). In the biological science at this time reigns the systematics of Karl Linnaeus. Therefore, his work «System of Nature» («Systema Naturae») has a significant impact on the content of school science education. V.F. Zuev's textbook was replaced in 1809 by А.M. Teriaev's textbook «The initial foundations of botanical philosophy, published by the Main Board of Schools for use in the Gymnasiums of the Russian Empire». Teryaev`s textbook represent a list of botanical terms, entirely borrowed from the books of K. Linnaeus. The textbook was very difficult for pupils; it was not methodically thought out and did not meet the main principle of education – accessibility. It should be noted that from the valuable Zuev ideas Teryaev retained the principle of visibility in combination with the text of the textbook, but obliged to «learn by heart» the teaching texts. 15

More successful was Ivan Kastalsky's textbook «The Initial Foundations of Botany for Youth», published in 1826. It contains some information on the physiology of plants. However, these materials were drowning in the abundance of text on taxonomy: two hundred pages were considered about a thousand species of plants, to be studied. According to the statute of 1828, the subject was excluded from the curriculum of all educational institutions. Natural science was again restored in the curriculum of real schools only in 1839, in the cadet corps in 1848 and in gymnasiums in 1852. A program on natural science was introduced in the gymnasiums. There were two new training courses («Introductory course of natural science» – 1 class, «Anatomy and human physiology» – 7th class). Thus, despite the inclusion of biological material in school natural science, its general state in the first half of the XIX century, was unsatisfactory and characterized by deep stagnation. In the 60s of the XIX century in Russia marked a significant revival of public and pedagogical thought, which is reflected in the school natural science education and methods of teaching natural science. He was considered not only as a means of mastering the riches of nature, but also as a way of forming and developing a materialistic worldview. In Russia, the teachings of Charles Darwin on the origin of species and on evolution as the historical development of the living world became widespread. One of the first propagandists of ideas of Charles Darwin was a scientist-botanist, professor of Petersburg University Andrei Nikolaevich Beketov (1825-1902) and his pupil Clement Arkadyevich Timiryazev (1843-1920), who were bright popularizers of science. Statements of A.N. Beketov on the learning process presented a considerable interest. In his opinion, the educational significance of natural science lies mainly in the fact that it develops logical thinking, teaches to think in a demonstrative way, inductively. The study of natural science A.N. Beketov proposed to conduct a wide use of visual aids, including the setting of experiments. In his school textbook of botany (1868), he developed and described a series of experiments on plant physiology. 16

Many statements of A.N. Beketov were consonant with the ideas of the German naturalist pedagogue August Luben (1804-1873). His works were published in Germany in the 30-40-ies of the XIX century. In the 1960s, A. Luben's technique and his textbooks on natural science were widely disseminated in the national school and defined a new direction in the methodology of teaching science for a whole thirty years, which Boris Raikov called «Lyubenov's direction». However, soon the mass practice of teaching in the Luben`s type revealed serious contradictions. They were expressed in the discrepancy between the content of the methods of teaching in school. All attention at that time turned only to external signs of living organisms, as a result, teaching was so dry that all interest in it was lost not only among children, but also among teachers. Against such a position in the teaching of natural science, protrude A. Ya. Gerd. An American-based scholarly society that is the National Association of Biology Teachers (NABT). NABT was formed in 1938 and incorporated in 1956. Their membership comprises thousands of biology educators and administrators-representing all grade levelsfrom the U.S. and abroad. NABT also publishes the journal The American Biology Teacher nine times a year. NABT has been involved in several controversies over teaching of creationism in public schools, including McLean v. Arkansas in 1982 and Kitzmiller V. Dover Area School District in 2005. Phil McCrea (1948-2016) was president of the National Association of Biology Teachers. He is a biology instructor who has also published scholarly works, has won the Illinois Outstanding Biology Teacher Award, and has appeared on Oprah as an expert on household sanitation. Phil McCrea was the President of the National Association of Biology Teachers in 2000. He has also been the Executive secretary and Treasurer of the Illinois Association of Biology Teachers since 1981. In 1980, he won the Outstanding Biology Teacher Award for Illinois. Furthermore, he was a member of the Council of Scientific Society Presidents from 1999 to 2001. The history of education and pedagogy of biology in America take a long time from foundation of USA. The history of education, included teaching biology in the United States or foundations of 17

education covers the trends in educational philosophy, policy, institutions, as well as formal and informal learning in America from the 17th century to the early 21st century. The first American schools in the thirteen original colonies opened in the 17th century. Boston Latin School was founded in 1635 and is both the first public school and oldest existing school in the United States. The first tax-supported public school was opened in Dedham, Massachusetts, in 1644 and was run by Rev. Ralph Wheelock. Cremin (1970) stresses that colonists tried at first to educate by the traditional English methods of family, church, community, and apprenticeship, with schools later becoming the key agent in «socialization».

1.3. History and main stages in the development of methods of teaching biology in the Kazakhstan The origin of science and education in ancient Kazakhstan dates to antiquity. Archeological research and written sources contain information on the culture of cities and colonies existing in the 6th11th centuries on the territory of Zhetisu, Central and East Kazakhstan. The founders of this culture were native (local) Turkic tribes: Oguzy, Karluk, Kimak, and Kipchak. The origins of education, science, culture in Central Asia and Kazakhstan in the VIII-XII centuries. We should remember that this is a good idea. Less than 300 years before the opening of the first European universities, Muslim schools and madrassas served in the Kazakh steppes. They have developed their own tradition of teaching and studying, and they continued to develop with innovation for several centuries. It is well known that the pupils of Muslim schools and madrasahs are studying in the field of philosophy, mathematics Otrar (Farab) city, most ancient city in Kazakhstan, located on the Great Silk Road which had important geographic and economic value and led from China to Europe, had a special significance. The Farab library was the largest storehouse of wealthy manuscript literature, even compared with the Alexandrine library in Egypt. The great scientist Abu Nasr Al Farabi was born in Farab city. His scientific heritage is contained in more than 100 literary works. 18

The demonstrative path is achieved through speech. Aural instruction, according to al-Farabi’s words, is therefore ‘that in which the teacher uses speech’ for matters which can be taught in this way. It leads to the acquisition of theoretical virtues. The persuasive method is conducted through speech and activity together, and is suitable for teaching the applied arts and moral virtues. Following Plato’s model, al-Farabi used the method of dialogue or debate, although he does not consider it as the only method to escape from the world of sensory perception to arrive at the world of intelligentsia-beginning with contradictory ideas to arrive at unity. He emphasized the importance of discussion and dialogue in instruction, and indicated two methods: the method of argument and the method of discourse: both of these ‘can be used orally or in writing’. Al-Farabi sums up all the foregoing in his book Al-Alfaz, saying that instruction has two aspects: the way of audition or learning based on speech; and the way of imitation which is based on observing other people’s actions in order to imitate or apply them. Averroës agreed with him when he stated that ‘there are two sorts of learning: by speech and by imitation’, it being understood that the latter meant adopting a model and applying it. When speaking to the common people, the methods used must be those closest to their powers of comprehension, enabling them to grasp what they are capable of understanding. Al-Farabi mentions another method «learning by heart» and divides it into two sections: learning words and expressions, which the listener repeats until they are memorized, such as learning a language, the Qur’an and songs. The second goes further than simple rote learning and is designed to «inscribe the meanings of these expressions in the listener’s soul». Is there a place for punishment in al-Farabi’s educational theory? «The teacher,’must not be too severe, nor excessively lenient. If he is too severe, his pupils will hate him; but if he is too lenient, the pupils will not take him seriously and will be inclined to laziness and will pay no attention to his lessons». This moderate position leads him to regulate the degree of punishment in accordance with the children’s attitude: «If they are inclined to be mischievious because of some short-term pleasure, then they can be won over by offering them some pleasure when they refrain from it or if they behave in the 19

opposite way. This is how children should be disciplined. If this is not sufficient, then one should add some inconvenience which follows immediately on the misbehavior, and makes it as unpleasant as possible». It is also possible to substitute the bad behavior with a good one giving similar pleasure, as long as the misbehavior itself is followed by a suitable punishment to make the child abandon it. AlFarabi does not explain what kind of punishment he has in mind, confining himself to the general idea and leaving it to the educator to decide on the form of correction, depending on the pupil. However, he did point out that physical punishment is more effective than psychological punishment, such as fear. It is the first constructive in eastern countries educated by the pedagogical system. For the formation of the younger generations’ consciousness, it is necessary to systematize the characteristics of three things: 1. Internal intimacy, intimacy of a child; 2. Master's skill, cleanliness; 3. A place of learning process. The scientist pays special attention to the similarity of physical education and moral education, and to the influence of each other on one another. Al-Farabi had been returning to the issue of improving the system of feeling and thinking, education and action. Without learning, it does not raise humanity, the uneducated person can not recognize the distinctive qualities of others. There is no great achievement in bringing up souls. Only with science and education, spiritual prosperity will be opened. He warns that one who can not change his behavior will not have access to true science. In the Karahanid state, existing in the 10th-11th centuries on the territory of Kazakhstan, the outstanding poet and thinker Jusuf Balasaguni created his literary works. His work «Kutadgu Bilig» («Beneficial Knowledge») became known in many countries. Already in those days, an exceptional contribution by Eastern progressive thinkers in science and culture had been recognized by Europe. This has been testified to by translations of Eastern scientists' and thinkers' literary works, which gained wide spread dissemination in the 10th12th centuries in France, Europe, Spain and other states. 20

In Kazakh state, Oteiboidak Tleukabyluly (1388-1478) – a wellknown Kazakh healing scientist, a sober historian of the country's social and political life. Based on his own experiences, his great medical work, «Treatise about healing» written more than 5 centuries ago – the healing epidemic has not lost its value ever since. The scientist wrote this book in 1470 by the order of Zhanibek Khan. (At the age of 70 years). In his book, he only mentioned his name, his biography». Treatise about healing» – heart, brain, spleen (separated from human body), etc. the role of organs in the human body such as burns, fever, and rooting. It must be noted that the vaccine was written 320 years ago by the English scientist E. Jenner (1796) in the book. The healing epidemic lists 854 different animal species, 455 different animal health treatments, 430 names of human beings, more than a thousand medications and 4577 recipes. At the end of the 17th and beginning of the 18th centuries, scientists of Russia and several countries of Western Europe began to research Kazakhstan's territory, and study its history, culture, life and the customs of its population. In the history of the XIX century Kazakhs were represented by Sozak (Bab Ata), Kyzylorda(Kalzhan akhun, Myrzabay akhun), Taldykorgan (Mamania), Almaty (Koram), Taraz (Abdibadir), Syrymbet Zhezkazgan (Zhezkazgan), Ural («Mutygia», «Rakhibiya», «Buzuov»), Bokey Orda (Orda), Semey (Akhmet Riza, Ayakoz, Turkestan, Karnak («Half», «Shamuhamed Ishan», «Molda Khair Devolla», «Abulkhair Kazy»), Aktyubinsk, Aktobe, Turgay («Salt»), Orda (Akkoyly) there were many madrasas in the regions of Irgiz, Lepsi, Merke and Kostanai. Some of these madrasas was built on the basis of the tide of Tatar-Bashkir madrassas, which is based on the innovative system. In South Kazakhstan Encyclopedia (Almaty, 2005): «In 1884 there were 59 madrassas in the Turgai region, where 457 children studied. In 1886 there were 13 madrasahs in Akmola region, where 970 children were trained. In 1923 there were 42 madrassas in Akmola region». In 1789, the history of secular Kazakh schools were begun by Kazakh people. The first such establishment «Asian College», was opened in Omsk. This town was the center of administration of the northern regions of present Kazakhstan. In 1825, the Nepluev School 21

was created, and in 1844, it was re-organized as a Military School. In 1850, a seven-year school attached to the frontier committee of Orenburg opened. The teaching of Islam had prevailed there but subsequently the curriculum was extended. Russian history, mathematics, geometry and geography were introduced in 1859. Ibray Altynsarin studied in this school. Teaching was carried out in Russian, but Tatar was studied too. In 1883, the first woman's school for Kazakh girls were opened. In this period, the Vernen men's preparatory school began operation. Obligatory subjects were mathematics, physics, logic, history, Russian language and literature, and religion. There were four languages taught: new – German and French and classical – Greek and Latin. In addition, singing, drawing, sketching, calligraphy, gymnastics and dance were taught. Occasionally, educational hikes around Lake Issyk Kul, Almaty and Lake Issyk were arranged. At the beginning of the 20th century, most Kazakh children had the opportunity to study only in countryside medresehs where training had been limited to memorizing Koran ayats. On the eve of 1916, there were only several Russian and Russian Kazakh schools on Kazakhstan's territory, in which 19,370 Kazakh children were studying. The «Alash Orda» figures, which celebrated its 100th anniversary this year, were the basis of the Kazakh education. In accordance with the «Science-Education Tutorial» program, headed by Alikhan Bukeikhanov, has been educating children in rural areas, educating people and educating the people. In the field of biological education, Khalel Dosmukhamedov (1939) wrote for the first time a textbook on natural sciences in our native language, which is kazakh languge. Makhsut Sasanov, one of the «Alash Orda» activist, headed «Kazakh-Kyrgyz Organization» to educate the people and opened the Taldy Turan school in 1936. Akhmet Baitursynov (1873-1937) – public figure, educatorteacher, writer. He writes (in 1926) essay, «Literature Demonstration», that what we see in our minds is that we need to learn to make artificial things, human beings' art, knowledge, power, and artificial things. Magzhan Zhumabaev (1893-1938) a great Kazakh writer, poet, essayist, one of the founders of Kazakh literature, teacher and 22

educator. Magzhan Bekenuly was born in 1893 in the North-Kazakhstan region in a wealthy family. The future educator was brought up in the traditions of folk pedagogy. Great personality essence Magzhan Zhumabaeva have term stages of its life and activity, it is reflected in his works, and due to the historical and cultural changes in society. The study of pedagogical idea M. Zhumabayev, his moral and ethical views is impossible without the characteristics of his personality as a poet, as a teacher, as a citizen and a human being. Pedagogical content creation begins with the features of his character traits. With its outlook, with its susceptibility depths of the people. Herein lies the moral principle of the writer's legacy M. Zhumabayev, accounts for its pedagogical value. The combination of literary creativity with scientific and pedagogical, educational and methodical work reveals the diversity of talent Magzhan Zhumabaev, his encyclopedic knowledge. Deeply aware of the role of language in society and considering the study of it’s one of the main task, Magzhan was directly involved in the development of a technique of teaching of the Kazakh language. As a true patriot of his people, who loved their language, culture, traditions and customs of the Kazakh people, respecting and appreciating other cultures, Magzhan dreamed of the day when his mother tongue will take its place. In 1922, in Orenburg they developed the first theoretical work on pedagogy in the Kazakh language – «Pedagogy», initiated the formation of the national pedagogical science and is the sole and unique teaching writing consonant with the demands of the present day. Deeply aware of the role of language in society and considering the study of its one of the main tasks of teaching – educational process, Zhumabaev as a teacher-practitioner, has been closely involved in the development of methods of teaching it in the National School. The development of the ideas underlying the «Pedagogy», was published in 1923, «Native Speech in elementary school». It is important to live for others – to bring this line – one of the most important tasks of morality. In «Pedagogy» M. Zhumabaev says that man should love a man, it is one of the essential aspects of education and training – the importance of a strong moral foundation 23

in the educational process. The acquisition of virtues should begin in early childhood, which is reflected in «Pedagogy» throughout the labor. The main provisions of pedagogical views M. Zhumabaev: – One of the foundations of the pedagogical process, he believes his psychological justification. – The leading factors determining the goals, objectives, contents and principles of education and training, are the ideas ethno pedagogics, ethno psychology: «Since the children of every nation will live and work among his people, the teacher is obliged to educate them in the spirit of national traditions». – The factors of moral education: the family and the school, the identity of the educator. – The idea of integrating language and literature, the definition in this context means, forms, principles and stages of language learning sequence. Significant place in the teacher's work deals with issues of education. Attaching great importance to physical education of the younger generation, especially before the age of two, he believed that the formation of harmonious, comprehensively developed person is impossible without a strong moral core. The goal of moral education teacher sees the development of the capacity for moral – oriented thinking and activities. The ability to make the right choice, says the teacher, requires the presence of moral principles and strong moral convictions, which can be formed in humans in the process of conscious desire for self-improvement, hardening the will and character, searching for his ideal. Another, no less important means of solving the problems of moral education of the Kazakh teacher considers aesthetic education designed to awaken an aesthetic need, and to raise the artistic taste, to develop a child's capacity and desire for self-expression in art, in art. Among the methods of moral education pupils M. Zhumabaev highlights not only an example of the method, but also the punishment, the method of persuasion, conversation. Scientist negative attitude to physical punishment. During the conversation, rightly believes that it should be based on analysis of the situation with a moral position. M. Zhumabaev highlights the possibility of such means of moral education of pupils, as a native language, literature, and works of folklore, national customs and traditions. 24

Being a religious man, he attached great importance to the education of a child's religious feelings, considering the feelings of the foundation of spirituality, which pushes the moral self-improvement. Significant place in the work deals with issues of family education. M. Zhumabaev claims that the child does not affect more than words, and actions of people close to him in this regard, the education of children is of great importance prosperous family environment, high moral qualities of the parents. The first thinker to consider pedagogy in close connection with psychology. Psycho-pedagogical treatise «Pedagogy» – a unique composition that is unique and original pedagogical ideas reflected in the domestic pedagogy. Defining language as the most important means of education and training of the younger generation has contributed to solving the problems of the native language. He was one of the first authors of scientific works in the native tongue, was behind the creation of a national terminology. He study and generalization of the main directions of educational activities, the progressive pedagogical views suggest that Kazakh poet and educator, thinker of modern times is to take its rightful place among the world-class teachers – J.A. Comenius, J.J. Rousseau, K.D. Ushinski and L.N. Tolstoy. Zhusipbek Aimauytov – educator, social activist, novelist, poet, playwright, translator, and it can rightly be called one of the founders of Kazakh pedagogy. Zh. Aimauytov is the author of more than a dozen books and hundreds of scientific publications, textbooks and manuals on pedagogy, psychology, ethics, among which include such major works as «Teacher Manual», «Psychology and the choice of profession», «Psychology», «Methods of integrated teaching system», and still represent an undeniable interest to the history of pedagogical, psychological science and lighting of individual pedagogical and psychological problems. Zh. Aimauytov made a very significant contribution to the creation of the Kazakh psychological terminology. Particularly significant are the ethno-psychological interpretation of various aspects of Kazakh literature and linguistics. In addition, of course, Zh. Aimauytov could not ignore the issues of youth training and education, including moral. 25

Thus, the work of «Psychology» Zh. Aimauytov, in our opinion, devoted to the problems of formation of the moral image of the human person. On the basis of the characteristics features of education in ancient Greece, ancient Rome, the analysis of pedagogical ideas of ancient Greek scientists and philosophers, Socrates, Aristotle and others., Pedagogical heritage of world classics of pedagogy J.A. Kamensky, D. Locke, I. Rousseau, I.G . Pestalozzi, etc. Zh. Aimauytov comes to a fair opinion that education – a leading factor in the formation of the human person, and above all its moral perfection: «Man, it would seem, has reached perfection in everything: flying like a bird, swim like a fish, brings distances and clarifies the vague mysteries of nature. Moreover, at the same time it will not part with animal rage, kill each other. Why? The fact that people still have not become a slave to education, and is still a slave to nature, i.e., their wild instincts. In this case, as they will be led by a clear mind and how all of society, all people will be brought up». It is very valuable in the «Psychology» Zh. Aimauytov are his arguments about the aims and objectives during which the scholar comes to the following indisputable conclusion: 1. «National limited person can, without hesitation, the causes of violence, to shed blood, as long as it concerns the interests of his nation. And as a consequence of nationalism – the rivalry, strife, carnage. This is the egoistic selfishness. Selfish person can not be wide soul, and if it can be broad, it is more often an attacker threat. Life does not give the peoples to withdraw into themselves. And to be a nationalist is inhuman». 2. «Life – it is work, but work there are different goals. Hence, in order to live a life befitting a man, it is necessary to make a befitting a person makes, it is necessary to have an appropriate goal. And to make things befit the man. And the essence of that goal should be good. This is good and well should be somewhere in the imagination, but a real incarnation, and not for one person, and in general, for all the others». The objective of education, according to Zh. Aimauytov, is to «identify and develop positive qualities and eliminate the negative». Thus, answering the question of how to be a man, Zh. Aimauytov speaks about universal moral values: 26

«The aim of education should be the formation of a free man, responsive to the needs of others, not causing harm to others living with others as children of the same father» . One of the important methods of education Zh. Aimauytov considers an example method because he «educator should be wellmannered». The formation of the personality of the child in addition to education, according to the scientist, influences of heredity, environment. «In addition to the child's exposure to madrassas and parents possible influence of other factors. It is inherent in it the nature of the individual quality, the environment, peers, their faith, language and more». Thus, in the «Psychology» by Zh. Aimauytov argues that it is necessary to pay very serious attention to the science of the education, since its object is the «soul» and «mind» of man: and if to increase the number of conscious and educated people, there will be more conscious defenders of the Motherland. In his paper «On the law of Adat» Zh. Aimauytov says about the role of habits in the moral formation of the person, «teacher must distinguish between good and understand the role of habits. After all life is one. Habits are good and bad. They manifest themselves in action and in thought, and in the work». It is important to vaccinate your child is a child good habits and warn him of bad, because «much easier, without hesitation, a man does a usual thing, so it is of the ease and freedom of mind. Do not develop the confidence man half life goes on doubts and hesitations». Zhumakan Kuderin (1891-1938) the first biologist from Kazakhstan, one of our scientists, published a textbook on botany «Plants» during the 1927-1930. However, the general education system has been kept unproductive. Before the revolution, the literacy rate averaged a few percent in Kazakhstan. In 1916, the number of pupils in Kazakhstan averaged 164,859. Education during the period of socialism; at the beginning of the 20th century, intensive development of education and pedagogical science began in the region. A new generation of enlighteners appeared on the public scene. They evolved the materialistic opinions of their predecessors, and introduced new ideas in the area of teaching. 27

The realization of a broad program of economic and social reorganization in the former outlying districts of the Soviet Union began after the establishment of Soviet power. By the 1940's illiteracy in Kazakhstan had been eliminated, and a new school of general education for the entire population was created in place of the old country schools. Elementary, vocational and high schools began to operate. Publishing had an important significance in the development of pedagogical science. In 1919, the Bukeev branch of the People's committee published «Mugalim» («The teacher») pedagogical magazine. Published articles emphasized the high prestige of educators and parents, and the educational opinions of Aristotle, Socrates, Z.Z. Rousseau, L.N. Tolstoy and many others. This first published work promoted the creation of the first Kazakh schools. In 1928 year the Pedagogical Institute, where training of specialists for schools of general education and secondary schools was carried out, was founded. The idea of general literacy was promoted as the first and foremost challenge or graduating pupils. Cattle-breeding districts of Republic had waited for the opening of The Veterinary Institute in 1929 year impatiently. The Capital of Kazakhstan experienced a rise not only in terms of the national economy. It was a time of the development of social art. Musical, Choreographic and dramatic arts schools opened in Alma-Ata city in 1930 year. The Institute of Agriculture opened its doors in 1930 year. In 1931, the State Medical Institute began training high quality specialists in occupations with good job opportunities. Pediatricians, therapists, surgeons and doctors of particular specializations mastered all the subtle skills of their respective fields, drawing on Russian and foreign clinicians' experience. The Kazakh Republic Technical School of physical training, which became a favorite in pupil circles, has operated since 1932 year. In 1934 year was the year of the grand opening of Kazakh State University. The famous history of this institute of higher education's activity became the model for a whole era of education. Kazakh State University was the first to provide brainpower and scientific elites to the Kazakh Republic. The Artistic School received its first pupils. Young people were enlightened with the knowledge of the history of world arts and the practical skills of applied artistic creations beginning in 1938 year. 28

A group of writers and scientists created original textbooks for Kazakh schools from the 1920's to the 1940's. Teachers training college of foreign languages in Almaty was created in 1941. Kazakh women’s teacher training college was created in 1944. Liberal arts education was offered to future teachers, musicians, choreographers, psychologists and speech therapists. During the War, plenty of scientific institutions and institutes of higher education were evacuated to the Republic. World-famous scientists were working there, such as I.P. Bardin, L.S. Berg, V.I. Vernadsky, N.F. Gamaleya, I.I. Meshaninov, N.D. Zelinsky, L.I. Mandelshtam, N.V. Tsitsin, S.G. Strumilin, A.M. Pankratova, A.E. Favorskiy, S.E. Malov, V.G. Fesenkov, G.A. Tikhov, B.A. Vorontsov-Veliaminov and others. These scientists made a number of suggestions of great value for defense and pertaining to the national economy, discovering deposits of ferrous metals, molybdenum, tungsten, manganese ore and others. In 1943, the Institutes of soil science, botany, zoology and tropical diseases. Since 1957, the State has organized boarding schools for children from broken families and those with poor health. Eminent statesmen have made definite contributions to the development and formation of education and science in the republic, such as S. Asfendiyarov, S. Zhandosov, T. Zhurgynov, S. Mendeshev, T. Ryskulov, N. Toreculov, I. Omarov and others, greats of Kazakh literature, such as M. Auyezov, S. Seyfullin, I. Zhansugurov, B. Maylin, S. Mukanov, G. Musrepov, G. Mustafin; art and science workers: A. Zhubanov, S. Amanzholov, E. Bekmakhanov, M. Gabdullin, S. Zhienbayev, A. Margulan, K. Satpayev, D. Tursunov, M. Khamraev, and others. The independent period of the development of teaching biology in Kazakhstan; The year 1991 was the beginning of new period in the development of native science. The law «On scientific and technical politics in the Republic of Kazakhstan» was passed 15th January 1992, and in the same year the Ministry of science and new technologies was founded. In 1999, «The law on formation of the Republic of Kazakhstan» which regulated educational activity was adopted. So, division of school into 3 steps was accepted: initial (1-4 grades), the main (5-9 grades), senior (10-11 grades). It is possible to study in the 29

senior step in two directions: public humanitarian and natural mathematical. From 1997 to 2000 year. Textbooks «Knowledge of the World» (1-4 grades), «Natural sciences» (the 5th grades), «Biology» (6-11 grades) were published. For these textbooks educational and methodical complexes as in Russian, and the Kazakh, Uigur languages were created. Authors of textbooks became: Zhunisova K., Alimkulova R., Kaim K., Ametov A. A. and Childebayev D.B., Mukhambetzhanov K.K.

1.4. Didactics and methodology According to methodology, didactics studies theoretical aspects of education. At the end of the didactics: what is learning, teaching? Why, Why Do We Teach? – answers the questions. In answering these questions, he deals with many other matters. The main purpose of didactics is to provide pupils with the ability to integrate in the teaching process, as well as help them to choose the content and methods. But the methodology cannot be considered as an «extra» didactic. Each method has its own content and purpose. The methodology has its own rules of managing the learning process, managing pupils' thinking abilities. Another advantage of didactics is the introduction of new methods, educational standards, new training materials, monitoring and evaluation systems by predicting the direction of education. There is also a kind of «personal didactics», the main focus of which is to teach the methods of teaching of individual subjects, to pupils in a separate category (such as elementary school teaching and didactics of high school pupils), educational institutions of different types (daytime, evening, external). In other words, each of the teaching methods is characteristic of the subject – the subject matter, distinctive teaching of specific categories of pupils (explanation of the content of the text to the ears, talent, general education). John Dewey (1859-1952), famous person, a renowned American philosopher and pedagogue, renowned as the center of modernizing 30

the school's activity. Encouraging the pragmatic theory of education, namely, the development of a reform of the school system so that the main didactic goal was to educate the child and develop his abilities. He proposed to re-train traditional school. Trying to rebuild educational programs without taking into account the child's demand and interest, and to rebuild low-didactic methods and didactic work pads, which did not meet the psychological peculiarities of adolescents. Thus, he introduced the pupils to the school, which would enhance the pupils' interest, developing their intelligence, teaching them to creatively act, working together with the team, solving different theoretical and practical problems in daily life, and prepare them for future social life. − Principles of its didactic system; − Principle of hacking pupil interests; − The principle of action through action; − Principle of development of education; − Freedom and creativity; The principle of cooperation with the teacher. In his opinion, knowledge is overcoming and solving various difficulties in human life. J. Elements of Dew's Learning System can be viewed as a lower stage: 1. Difficulty; 2. Identifying and facing difficulties; 3. Searching for a solution to the problem (forecasting). 4. Probable Logical Thinking; 5. Follow-up control. J. Dewi's didactic system did not fully satisfy the demands of time, but its idea was gained by the advent of other progressive teachers at that time. The problem of didactics Esipov, M.A. Danilov, M.N. Skatkin, В.В. Kraevsky, A.V. Hutor, I.K. Zhuravlev, T.S. Sabyrov, M.Zh. Jadrina and others. It has been researched in the works of scientists. After in the Leningrad Institute of Pedagogical Institute named as A.I. Herzen, in 1938 published works of methodical collectives in institutes of teacher training. Developing new directions of metho31

dical researches- «Special methodology», «New methods of teaching biology», – Solved problems. In «Leading in education», developed primarily didactic questions, Zh. Aimauytov identifies and educational aspect of the learning process, talks about the educational opportunities of many subjects. Therefore, learning languages, according to scientists, it is important not only in cognitive terms, but also in the moral formation of the person: «Huge importance of languages in the education of man, as a serious and in-depth study of languages contributes to the knowledge of the ancient culture and worldview of these people. Along with the study of a foreign language, a person learns the spiritual world of people. Learning outlook and various aspects of life of other people’s enriches the human mind. Knowledge of another people plunges into the world of his feelings and thoughts, reveals the wealth of his soul». Significant place in the moral education of children, just say Zh. Aimauytov, belongs to this subject, as a native language, as «mother tongue, like a mirror, reflecting the centuries-old soul of the nation and represents the powerful and eternal trunk, from which grow stronger spiritually, develop and enriched people. Language is a treasure of the people, reflecting the era experienced, passed down from generation to generation, his thoughts, and aspirations, moral and spiritual values. Zh. Aimauytov also rightly said that in the spiritual and intellectual development of the human history of paramount importance, because «the study of history arouses children's interest in the past, to the life of the various peoples and their contribution to human civilization, teaches them to find the relationship of the past and present». Significant place in the secondary school, says Zh. Aimauytov must take the teaching of art, contributing not only to the aesthetic education of man but also his spiritual formation: «If in the cultural development of mankind, art plays a special role, if in the modern civilized man art belongs to all a more important role, it goes without saying that the place should take the art in secondary school. «For the spiritual enrichment of the individual «school should awaken in each child the desire and interest in the arts, to develop their creative abilities». 32

Identifying the educational function of many things, Zh. Aimauytov in «Pedagogical Guide» provides valuable recommendations to help effectively address not only the problems of education, but also the moral formation of children, taking into account their age and psychological characteristics, such as natural history: «The natural history of the program should be developed in accordance with the perception of children to independently learn about the world and nature. On nature program should be based on local material, accordingly should be a textbook. Lessons should be closely linked with the daily occurring child events and familiar to them concepts. Human life passes among certain objects and things. The objectives of the school, above all, interested in children's surrounding objects and phenomena of nature and to instill curiosity. This training brings to the local school of life, creates a favorable psychological contact. For the child, the most expensive and closest concept – native land, so it is very interesting to study the region and natural phenomena. This training system is attached to the deep content of the surrounding nature, instilling love for her, helping her to understand, and the child begins to take a closer look into the world and society, easy to solve the growing problems and find practical application received «knowledge». In «Leading in education» Zh. Aimauytov revealing the content of such didactic principles as systematic, consistency, visibility, accessibility of learning strength, etc., speaks about the importance of compliance for the moral education of children. Turning to the conditions of the effective conduct of the lessons learned have in mind the importance of compliance for the formation of moral character of pupils, especially such as: «to interest pupils introductory talk and sharpen their focus on the topic of the lesson, maintain interest and attention to the study topic by harvested beforehand question; to seek to carry out the lessons lively and entertaining, using successful and comparison, avoiding monotonous and boring material». Requirements Zh. Aimauytov to the teacher, namely his passion for the subject, the desire to interest them, the possession by logical thinking, etc. are of great importance, in our view, to solve not only the problems of teaching, but also educational. 33

In «Leading in education», Zh. Aimauytov shows educational opportunities of not only the educational process, but also extracurricular activities, school holidays and evenings. The recommendations given to scientists for their organization and conduct, and are important for the formation of moral character of the individual pupils «actually useful to conduct public events, involvement in the holiday program for all children, as individual performances cannot help engender in children showing off and swagger». According to the just opinion Zh. Aimauytov, the effectiveness of educational influences on the child manifests itself in the way he uses his spare time». – Freedom is an active diversified activities if a child outside the school adheres to the instructions received, it means that education has reached its goal». For the moral education of children of great importance, according Zh. Aimauytov, it has a garden plot at the school. On this occasion, the scientist wrote: «its use is versatile, not only do trees delight the eyes and soul, they create a healthy climate, which is reflected in the character and behavior of school garden can be a place for confidential conversations and collaboration of teachers and pupils». Didactic methods of teaching biology principles; what is the difference between didactics and methodology? What is the role of education? On the other hand, in didactics, in the methodology refer to pedagogical science; on the other hand, their function in education is different. Didactics is a part of the pedagogy's structure, one of the branches of pedagogy that explores the purpose, content, shape, method, and purpose of laws and principles in education. The didactic object is education, training, teaching. And education is a way to achieve the goals set out between the pupil and the teacher in a well-organized way, as a result of which the pupil has the opportunity to acquire knowledge and skills, develop his skills, develop his skill and become an individual. A teaching situation can be analyzed and described in terms of its three main components: the pupil, the teacher and the content. These entities and their interaction can be illustrated in a didactic triangle, as shown in Figure 1 (Kansanen, 1999). When applying the model to the teaching of introductory programming, Kinnunen (forthcoming) argues that the context of the teaching situation must 34

be taken into account, as teaching Proc. 12th Australasian Computing Education Conference (ACE 2010), Brisbane, Australia does not occur in a vacuum; this is shown by the shading in Figure 1. Although the didactic triangle should be seen and analyzed as a whole – that is its raison d’être – we claim, based on Kansanen & Meri (1999), that it is often fruitful to precede (but not replace) analysis of the whole triangle with analysis of its components. The triangle is an analytic tool for, in the case of this paper, improving our awareness of issues often taken for granted and left implicit in discussions about programming. The main purpose of Didactics is to provide pupils with the ability to integrate in the teaching process, as well as help them to choose the content and methods. However, the methodology cannot be considered as an «extra» didactic. Each method has its own content and purpose. The methodology has its own rules of managing the learning process, managing pupils' thinking abilities. Another advantage of didactics is the introduction of new methods, educational standards, new training materials, monitoring and evaluation systems by predicting the direction of education.

Fig. 1. The Didactic Triangle

35

There is also a kind of «personal didactics», the main focus of which is to teach the methods of teaching of individual subjects, to pupils in a separate category (such as elementary school teaching and didactics of high school pupils), educational institutions of different types (daytime, evening, external). In other words, each of the teaching methods is characteristic of the subject – The subject matter, distinctive teaching of specific categories of pupils (explanation of the content of the text to the ears, talent, general education). Didactic methods of teaching biology principles; In order to achieve the goals and objectives set out in education, it is desirable to focus on the organization and use of educational work by identifying its structure and content, using the methods and techniques of teaching. The principles of education are implemented based on the theoretical foundations of practical experience in the school and its historical development. Using the basic didactic principles in teaching biology, many methodologists – B.A. Raykov, K. Yaododovsky, P.I. Borovitsky, N.M. Versilin, and others shared their experiences. In this regard, it is worth noting that the main five main principles are didactic principles. 1. The principle of unity of education and upbringing. This principle will allow using the system of interaction between all components of the educational work, using the forms of educational methods of education to achieve the highest level of education of pupils. At the same time, these three factors constitute a common didactic principle, with a combination of educational upbringing and harmonious interaction. 2. The principle of scientific and regularity. These principles provide the pupil with the formation of an education system from the foundations of biological science. Of course, the way of scientific facts is long and difficult. In addition, in order to achieve it, there may be much controversy, anti-science attitudes, especially some religious views. That is why every pupil learns these facts and develops his / her own field of thinking, thinking ability, self-analysis, and the practical application of theoretical knowledge. 36

3. The principle of openness of education. One of the teaching principles that is used early in life is prominence. The legitimacy of this principle has only recently been understood. The basic principle of this principle is the following: the sense of the human body receives the irrational irrationality differently. There are many facts proving the effectiveness of the principle of practice in the teaching practice. – If the lesson is clearly displayed in the lesson, the pupil will notice that the memory is easier, faster, and longer than the other one. – Children who are well-remembered and who develop their thinking ability, shape, color, voice, etc. This is why visually allows for long-lasting memories by adopting realistic videos. Using visual principle, learning materials are complemented by facts, examples and videos, and the ability to easily access the pupil's quality can be easily reached. The main didactic essence of the principle of exportability as a learning tool is that it forms the educational aspect of the pupils; especially in the interest of listening, observing, developing the culture of thinking, creativity and interest in knowledge. The principle of excellence is a very powerful tool for pupils. That is why it is best to use it properly. In addition, the disciples who are indifferent to him may not reach the main goal they set for themselves and go to other places. That is why every teacher should pay attention to that side. It is worth noting that many well-educated teachers and experienced teachers have summarized their experiences in providing theoretical and practice-based learning. In today's learning process, thinking is more important than remembering. 4. The principle of explication «Content». It is well known that the principle of understanding in the educational process is derived from the requirement of early learning practice and depends on the age-specific development of the pupils and their level of development. The essence of the principle of transparency is the legality of the thesis. It is clear that the content of the material should be consistent with its thesis. The word «tesarus» from Latin means «stock, wealth, treasure» in Kazakh. 37

Concerning the understanding of the education and its practical implementation, Komensky: «... easy to understand, from unknown to unknown, from simple to complicated type». As for the theories and practices of today's educational process, it exposes rules of widespread use of this principle. The understanding of the learning process depends on the teacher and pupil's ability to work. It is possible to overcome any obstacles by increasing the durability and intensity of his thinking ability by developing and improving pupil's ability to function. 5. The principle of combination of theory and practice. One of the main principles in the development of knowledge is the role of classical philosophy and modern genealogy in connecting theory and practice. The quality and effectiveness of the well-known education are proven only in practice. That is why we say that the practice is the criterion of truth. The connection of education with life and theoretical practice also depends on the content of education, the organization of the educational process, the methods and forms used and the political preparation and the age of the pupils. Now let's look at the history of its formation. Education in the general school has been developed through the methodology of individual biology education. His first founder – F. Bacon (15611626). The most important of his ideas are as follows: – The main source of experience – The formation of all knowledge is based on practice. – The value of experience or experience in practice is the strength of knowledge. – The general definition of the laws in practice, with the conclusions of practical facts. – Recognition, knowledge, phenomenon in the cognitive process, focusing on its causes. – Transformation of sophisticated cognition into a simple form. All of these provisions were closely interconnected, interrelated, and complementary to each other. Y.A. Komensky (1592-1670), the main founder of didactics, spreads the basic principles of F. Bacon's philosophy in the field of didactics. The main idea of this scientist is to be able to grasp the most important part of many sciences in order to understand the «structure of the world». 38

1.5. Modern problems of methods of teaching biology What do teachers really do? Every task that teachers perform falls under one of six categories. Many states such as the state of international use these and similar categories when observing teachers. They truly are a great way to organize your thoughts and systems around teaching. Following are the six teacher tasks with information and tools to help you grow and enhance your day-to-day teaching experience. Planning, developing and organizing instruction; one of the most essential parts of teaching takes place long before the teacher begins any lessons. Planning, developing, and organizing instruction are a major part of any teacher's job. If a teacher is effective at planning their lessons, they should find that their day-to-day teaching tasks are easier. Unfortunately, many teachers do not have enough time to truly create effective and unique plans for their classes. This is especially true if they are teaching multiple preps. However, every teacher should attempt to upgrade a couple of lessons each semester. This will help keep them and their material fresh. Housekeeping and recordkeeping tasks; for so many teachers this is the most annoying part of teaching. Time has to be spent taking attendance, recording grades, following through on all necessary housekeeping, and recordkeeping tasks. The way that a teacher handles these tasks says a lot of about their classroom organization skills and with effective, easy-to-use systems in place. Teachers will be able to spend more time focusing on all things for they are interesting, actually instructing and interacting with their pupils. Managing pupil conduct; more young teachers find that this is of teaching is what chilling them the most. Nevertheless, a couple of tools if used really help you create an effective classroom management policy. These tools include posted rules combined with a posted discipline policy all of which are consistently and enforced. If you are not fair or do not follow through with your posted policies, you will have a very difficult time keeping a well-managed classroom. Presenting Subject Material; Once the planning is done and pupils are sitting in class for waiting to be taught, a teacher is at a critical juncture – how will they actually present their subject matter. 39

While teachers typically decide on their main mode of delivery during the planning phase and they will not actually implement these methods until they are face-to-face with their class. There are significant method which all teachers should have in their teaching arsenal no matter that method of delivery that using verbal clues, authentic praise, and effective wait time. Assessing Pupil Learning, All instruction, assessments, should be built around it. When a teacher try to develop a lesson, he or she should begin by determining how he or she will measure whether the pupils learned what teacher were trying to teach. While the instruction is the meat of the course, that is mine point, the homework are the measure of success. Therefore, it is important that teachers spend some time creating and refining available assessments for their pupils. Meeting Professional Obligations, Every teacher must meet necessary professional obligations depending on their school, their district, their state, and their area of certification. These obligations might range from something as ordinary as hall liability during their planning period to something more time consuming like participating in professional development opportunities required to get recertified. Further, teachers might be asked to sponsor a club or chair a school committee. All of these require a teacher's time and are a required part of a teaching career. Methodology of biology teaching, being a teacher of science. It has been linking to didactics. Methods of teaching biology, long established as an independent field of pedagogy, developing theoretical and practical problems of content, forms, methods and means of training and education. It due to the specifics of school biology. Philosophy of Methods of teaching biology – is the theoretical basis of the methodology equips its scientific approach to the diverse aspects of training, education and development of pupils, some useful methods and some significant ideas – is closely connected with psychology, due to at its core is based on the age characteristics of children. The methodology emphasizes that bringing up training can be effective if it corresponds to the age of development of pupils. Methods of teaching biology is cheek by jowl related to biological science. The subject of «Biology» at the school is a comprehen40

sive character. It reflects almost ns weight basic biology, which are botany, zoology, and physiology of plants, animals, humans, cytology, genetics, ecology, evolutionary theory, and the origin of life, anthropogenesis and others. There are really difference between school subject and biological science. The aim of the biological sciences – to gain new knowledge about the nature by the research. The purpose of a school subject «Biology» – to give the basis knowledge (facts, patterns) obtained by biological science. In class, pupils introduced only with the fundamentals of science. Methods of teaching biology as a subject of paramount importance for the preparation of the teacher of high school biology. The training formed the professional knowledge and skills of the pupils, they acquire the ability to teach. The subject does not contain all the knowledge accumulated by science in the research, but only their foundations. They are specially selected to meet the challenges of training, age and training of pupils. Unlike science basic, function of the subject – education. The subject is not an exact copy of the science. This is not only a simple reproduction of scientific data, but also a generalization, refinement of concepts, classification of scientific facts and judgments. The course of study, taking into account its main educational function built but a certain system. It integrates everything that is the most productive, reviewing individual problems. High school academic subject in its structure and content is sufficiently close to science. It includes scientific data, and draws attention to the so-called «white spots» in science, considering various approaches to solving specific problems, said good and bad results in the search for truth. This course introduces the methodology and methods of scientific research. A great many part in a high school subject is given the history of scientific discoveries. The subject is usually implements a system of organizational forms of teaching interaction and trainees learning in lectures, laboratory and practical training, in the entrance and pedagogical practice. Independent work of pupils (and extracurricular educational and research) is also one of the organizational forms of learning. Accounting for performance by means of set-off system, exams, term papers and dissertations. 41

Methodology of teaching of biology examines the content of the educational process of the subject and regularity of pupils studying biological course. The methodology is based, respectively the goals and objectives of the general education and training, based on the total for all school subjects fundamentals of pedagogical science-specific study of biology, examines problems of the theory of training and education related to the teaching of the subject «Biology». Methods of teaching of biology – The science of the system of learning and education, due to the characteristics of a school subject. Methodology of teaching of biology as a science. Science – is the sphere of research activities aimed on obtaining new knowledge about the subject matter, its main task – fuller and deeper understanding of it. The main function of science – research. The subject of the research methods of biology teaching are the theory and practice of training, education and development of pupils in the subject. Building on the foundations of didactics, methods to solve important problems of developing training. In contrast to the didactic methods of teaching biology has its own specificity, to determine the content and structure of biological science and academic subject. The technique generates best practices, tools, and training forms for master pupil’s knowledge of biology and skills to apply them in practice, for the formation of a scientific outlook and understanding of the value of life. Methods of teaching biology, as if any science knows the objective laws of the processes and phenomena that it studies. Identification of the general laws allows it to explain and predict the course of events and to act purposefully. The main features of science, as a rule, are the objectives, scope of its study, and the methods of knowledge and expressions of knowledge (in the form of fundamental scientific principles, principles, laws, laws, theories and facts, terms). They have values and history of formation and development of science, the names of scientists who have enriched it with their discoveries. Objectives facing teaching methods of biology are in line with the general educational goals and objectives. Therefore, this technique – A special area of pedagogy, due to the specifics of the research subject. Methods of study of biology is based on the total for all school subjects teaching positions in relation to the study of biological 42

material. At the same time it integrates special (natural – scientific and biological), psychological – pedagogical, ideological, cultural and other professional – pedagogical knowledge, skills and attitudes. Methods of teaching biology determines the goals of education, the content of the subject «Biology» and the principles of its selection. Aims of education along with the content, processes and outcomes of education are an important element of the educational system. Education includes both social aims and goals of the individual. Social goals are determined by the needs of a developing society. Personal goals form the personality (90% of the versatile knowledge and 10% of the deep fundamental knowledge), this takes into account individual abilities, interests and needs in education, self-education. Methodists believe that the formation of the target component of modern school education depends on the biological system of values, which define: – The level of education that is mastery of biological knowledge, abilities and skills, contributing to active and full inclusion of pupils in the educational, labor, social activities; – The level of education, which characterizes the system attitudes, beliefs, attitude towards the world, nature, society and the individual; – The level of pupil development, determining its ability, the need for self-development and improvement of the physical, mental and psychic qualities. The aim of general secondary education is determined by biological considering these values and factors such as: – The integrity of the human person; – Predictability, i.e. orientation purposes of biological education in current and future biological and educational values. Thus, the overall average biological education is becoming more open to updates and corrections; – Continuity in the system of continuous education: Methods of teaching biology also notes that one of the major objectives of biology education – formation of pupils' scientific outlook, based on the integrity and unity of nature, its system and tiered building, diversity, unity of man and nature. In addition, school biology focuse on the generation of knowledge about the structure and functioning of biological systems, the sustainable development of nature and society in their interaction. Knowledge of the targets of 43

the company allows the teacher to manage the process of teaching biology. Among the main tasks of teaching methods of biology as a science are the following: 1. Defining the role of the subject of biology in the general system of training and education in schools. 2. Development of proposals for the preparation and improvement of school curricula and textbooks, and testing of these proposals into practice in the school. 3. Determination of the content of the subject, the sequence of its study in accordance with the age of pupils and programs for different classes. 4. Development of methods and techniques, as well as organizational forms of pupil learning, taking into account the specific characteristics of the biological sciences. 5. Develop and test in practice the equipment of the educational process: the organization's office, corner of nature, school of educational – pilot area, the presence of wildlife, educational visual aids, work equipment, etc. The subject of the research methodology are the objectives and content of the educational process, methods, means and forms of training, education and development of pupils. In the development of science and its practical application and evaluation of achievements, rather significant role belongs to the methods of scientific research. They are a means of knowledge of the subject being studied and the way to achieve this goal. Leading methods of teaching biology, the following: observation, pedagogical experiment, modeling, forecasting, testing. Qualitative and quantitative analysis of pedagogical achievements. The above methods are based on the experience of sensory perception. However, empirical knowledge is not the only source of reliable knowledge. Identify the essence of the subject and the phenomenon of internal connections help such methods of theoretical knowledge as the systematization, integration, differentiation, abstraction, idealization, system analysis, comparison, generalization. Construction of learning theory in biology in conjunction with each school requires empirical and theoretical knowledge. On the one hand, the need to support the facts of direct observation of peda44

gogical phenomena of the educational process, study and understanding of the experience (good and negative) Practice training. On the other hand, requires a generalization, scientific abstraction signs, facts and relationships, prediction and construction of the positive aspects of training, promotion of ideas of renovation and optimization of teaching – educational process. Once again, put forward the idea must pass tested by observing and understanding the experience of new facts, actions and phenomena. Without this combination of building biology methodical learning theory in school or remains empirical and subjective, or leads to non-objective theorizing. Only by means of experimental evidence, hypothetical ideas and the building can be realized in theory and in practice. The methods of teaching biology virtually all theories formulated based on natural pedagogical experiment, testing of ideas in mass practice of training, in close conjunction empirical (facts, skills) and theoretical knowledge (research results). On the one hand, the need to support the facts of direct observation of pedagogical phenomena of the educational process, study and understanding of the experience (good and negative) Practice training. On the other hand, requires a generalization, scientific abstraction signs, facts and relationships, prediction and construction of the positive aspects of training, promotion of ideas of renovation and optimization of teaching – educational process. However, hypothesize again tested must pass through observation and understanding of the experience of new facts, actions and phenomena. Without this combination of methodical construction of the theory of biology in school or training remains empirical and subjective, or results in an interdisciplinary approach learning. Only by means of experimental evidence, hypothetical ideas and the building can be realized in theory and in practice. The methods of teaching biology virtually all theories formulated based on natural pedagogical experiment, testing of ideas in mass practice of training, in close combination of theoretical and empirical knowledge. Nowadays, methods of teaching biology in a scientific basic research has a number of theories such as «Development of biological concepts, terminologies» «system forms the biology of learning», «Development of ecological system of concepts in the course of biology», «Development of biology teaching methods», «System 45

biology education at the present stage», «the system of multi-level education of future teachers», «system of methodical preparation in a teacher training University pupils». Biologists to work in the school», etc. All these constitute a valuable theoretical foundation of the practical implementation of the biology of the learning process and have a great influence on methodical preparation pupils to work at the school. Scientifically substantiated structure of the content of teaching methods of biology. It divide into common and private, or special teaching methods: natural history, courses on «Plants. Bacteria. Mushrooms and Lichens», on the course «Animals», courses on «Human being», «General Biology». Common provide methods of teaching biology examines the basic question of all biological courses at school: the concept of natural – scientific, biological education, goals, objectives, principles, methods, tools, forms, implementation of the model, content and structure, phasing, continuity, the history of formation and development of biological education in the country and the world; ideological, moral and eco-cultural education in the learning process; unity of content and teaching methods; the relationship between the forms of academic work; integrity and development of all biological elements of the education system, which provides strength and awareness of knowledge and skills. Private and applied techniques examines specific questions for each course of study, depending on the content of the material and age of pupils. They presented a technique lessons, field trips, extracurricular work, extracurricular activities, i.e. system of teaching a specific course in biology. Common methods of teaching biology is closely linked to all private biological techniques. Its theoretical conclusions are based on fundamental and applied research of biology. And they, in turn, guided by the general methodological provisions for each training course. Thus, the method of science is one, it is inseparably combined general and special part. A special section is «the history of biology teaching methods in Kazakhstan». History gives an idea of the problems on the problems which worked more than one generation of teachers and scientists – the Methodists, introduces the stages of development of techniques and learning practices in the national school, with a tendency to develop naturally – scien46

tific (particularly biological and environmental education in Kazakhstan). Communication methods of teaching biology and other sciences. Methodology of biology teaching, being a teacher of science, is inseparably connected with didactics. This section of pedagogy, studying patterns of assimilation of knowledge and skills and formation of pupils' beliefs, didactive develops the theory of education and teaching principles that are common to the milestones of school subjects, biology, methods of teaching, long-established as an independent field of pedagogy, developing theoretical and practical problems of content, forms , methods and means of training and education, due to the specifics of the school of biology, should be noted that didactics, on the one hand, is based in its development on the theory and practice of techniques (not only biology, but also other subjects), and on the other – gives general scientific approaches to research in the field of methodology, ensuring the unity of methodological principles in the study of the learning process. Methods of teaching biology is closely connected with psychology, because in close relationship with psychology, because at its core is based on the age characteristics of children, the method emphasizes that bringing up training can be effective only if it corresponds to the age development of pupils. Methods of teaching biology is closely related to biological science. The subject of «Biology» at the school is a synthetic character. It reflects the main areas of biology: botany, zoology, physiology of plants, animals and humans, cytology, genetics, ecology, evolution study, anthropogenesis, etc. For the correct scientific explanation of natural phenomena, identification and taxonomy of plants, fungi, animals in nature, they are defined. , teachers need theoretical and practical training. The purpose of a school subject «Biology» – to give the learner's knowledge (facts, patterns) obtained biological science. Methods of teaching biology is closely linked to philosophy. It promotes the development of human self-knowledge and knowledge of the general laws of development of society and nature, the overall development of human culture. Communication techniques with the philosophy of the more important since the study of the foundations of science biology about various forms of living matter at different 47

levels of its organization aims at the formation of the pupils of the materialist worldview. The main problem today, that is, in the twenty-first century, is to consider the role of teaching biological processes in school education as a sharp increase in the role of education. Each teacher day and night will be in search of solutions to these problems. Strengthen intellectual potential of pupils, how to implement them and mobilize to modern civilizations, culture, education, etc. such as repaying the debt. For the development of biological education, the most important is to form a unified system of scientific education, defining its goals and objectives, forming the structure of the doctrine of life, defining its individual subjects. The main goal of the teens is to demonstrate the relationship between theory, methodology and its forms and methods when shaping the world viewpoint. 1. Pedagogical and didactic studies have sometimes not much to do with the practical work at school, so improving the interaction between didactic studies and practical work of the biology teacher. 2. There is an urgent need of continuing education in molecular biology, gene techniques, evolutionary biology etc. For biology teachers, that have already graduated and worked several years at school. 3. Biology teachers may have to teach also many other subjects in addition to biology; as a consequence the quality of biology teaching may be lowered, increasing flexibility in the subsidiary subjects of the biology teachers (in addition to natural sciences e.g. Psychology, languages, information processing, archaeology, history, anthropology could be combined with biology). 4. Training how to use distance learning, internet and telecommunication in biology teaching. 5. Improving the ability of the teachers to collaborate with pupils from different cultural backgrounds. 6. Didactic studies for teaching biology in a multicultural environment. 7. Increasing the proportion of studies in psychology for biology teachers (connections to neurobiology, behavioral biology). 8. Building networks of Kazakhstan biology teachers (like ETEN = European teacher education network). 48

9. Preparing excursions (camp schools) to different parts of Kazakhstan with e.g. Ecological, environmental or land use aspects. 10. Elevating the educational level of secondary and high school biology teachers by encouraging biology teachers to conduct postgraduate studies (more PhD's to schools!) – And arranging possibilities for university staff to conduct pedagogical studies and training. Methodological problems of biology education at school: Teaching the younger generation of biological education is the most important task of explaining the existence of living beings on the earth. – Studying biology should be understood as a prerequisite for the development of human beings, allowing them to understand the processes in nature and preserve the biosphere. – Equal relations with nature, coevolution between man and the biosphere is a mandatory process. From this point of view, biology is one of the first leaders in natural sciences. Therefore, methodological unreasonable biology cannot shaped as a separate subject, without the knowledge of other branches of knowledge. In the educational process it is necessary to look for a methodology in the methodology of teaching the purpose of the subject, correctly and effectively form the methods of methodology, in other words methodological approach; – The structure, the methodology of organizing the educational process with a logical system is important. The main purpose of the methodology is to apply theoretical principles and methods of practical application of the laws through the methodology. Questions for self-control: 1. What have subjects of methods of teaching biology? 2. Explain the objectives of methods of teaching biology. 3. Describe the modern problems of methods of teaching biology. 4. Aims and tasks methods of teaching biology. 5. Characterize the brief history of formation and development of methodology of biology teaching in the world. 6. Describe the history and main stages in the development of teaching methods of biology in the Kazakhstan. 7. Give an overview of the work of scientists related to biological education.

49

8. Analyze the contribution of Al-Farabi in the field of education. 9. Describe the contributions of M. Zhumabaev and Zh. Aimauytov in the field of education. 10. What have relationships between didactics and methodology? 11. Characterize the brief history of formation didactics and the contributions of scientists. 12. Analyze the connection between methods of teaching biology and other sciences.

50

CHAPTER

2

METHODS OF TEACHING BIOLOGY

Method (method – general value) is a way of action in order to achieve a goal in a certain order or sequence. Methods of teaching or learning – forming the worldview of the teacher and teacher by mastering knowledge, skills, and skills through collaboration. Therefore, the teaching method is to be able to use the methods to identify the most advantageous aspects of the teacher and the pupil by interacting and understanding each other. Now let us look at the classification of the most widely used teaching methods. A method is a procedure or process for attaining an object: A (1) a systematic procedure or mode of inquiry employed by or proper to a particular discipline or art. (2) a systematic plan followed in presenting material for instruction. B (1) a way or process of or for doing something (2) a body of techniques or skills. Teaching Method – Objective oriented activities and flow of information between teachers and pupils. Teaching approach – It is a set of principles, beliefs, or ideas about the nature of learning which is translated into the classroom. Teaching Approach is a «holistic process» includes the teaching steps, problem-solving strategies, and teaching methods. Teaching strategy is a long-term plan of action designed to achieve a particular goal. Teaching Strategy – «careful plan» that serves an important function in achieving a specific outcome. Teaching method is a systematic way of doing something. It implies an orderly logical arrangement of steps. Teaching method tend to be synonymous with technique according to Webster. Teaching technique is a well-defined procedure used to accomplish a specific activity or task. Instructional aids include Chalkboard, PowerPoint, Overheads, Real Objects, etc. 51

2.1. Classification teaching methods: verbal, visual and practical Teaching is a two-way approach to achieving the goals that pupils and teachers face. Therefore, if we look at this approach from a didactic principle, we can say that education and upbringing can be developed. Therefore, the teaching method is the teacher's education, and on the other hand, the pupil's ability to master, absorb, or apply knowledge. Structure of teaching methods consists of teaching methods. The method is just one element of the learning method, a part of it. Thus, the main purpose of each method is to carry out educational, training, development, upbringing, motivation and monitoring activities. As a result of these methods, each teacher and pupil achieve their goals. Depending on the functionality of one of the methods, the function of one might increase and the other might fall. Table 1 Methods of teaching Practice

Visibility

Verbal (Speech)

Practice exercises, educational and production work

Illustration, Understand, Demonstration, Talk, Control Storytelling, Interview, Lecture, Discussion, Conversation

Textbook work Reading, Research, Review, Abstract, Content writing,

and Technique method Exercise, Vision, Control, and Summarizing with techniques

There are the following types of teaching methods, which are presented by domestic and foreign researchers, who have come from the historical genealogical and pedagogical practice (Table 1). 1. Depending on the external features, we divide it into the following methods: – Methods of verbal communication: discussion, counseling, interpretation, explanation. – Visual (graphic, sketch, scheme) graphics, special tools. – Practical (practical, practical and laboratory work). 52

However, this classification of methods does not take into account pupils' activity, independent behavior. 2. Depending on the pupil's educational activities: – Illustrative interpretation (illustrative), (conversations, lectures, work with books). – Reproductive (when using the acquired knowledge in practice). – The problematic content of the material (the teacher is teaching the problem of pupils' cognitive thinking, solving one problem in front of pupils, solving it themselves). – Heuristics or semi-research (pupils take part in solving the problem or problem themselves, but it is more difficult to solve it, only partial solution). – Through search-and-researches (creative search and learning). 3. Classification by didactic purposes: – Method of new acquisition, method of formation of practical skills, skill, skills; – Methodology of knowledge, skills, validity and valuation. There are different types of teaching methods, which can be categorized into three broad types. These are teacher-centered methods content-focused methods and interactive/participative methods. (a) Instructor/Teacher Centred Methods Here the teacher casts himself/herself in the role of being a master of the subject matter. The learners, as an expert or an authority, is looked upon. Learner are presumed to be passive and copious recipients of knowledge from the teachers on the other hand. Examples of such methods are expository or lecture methods that require little or no involvement of learners in the teaching process. It is also for this lack of involvement of the learners in what they are taught that such methods are called «closed-ended». (b) Learner-Centred Methods In learner-centred methods, at the same time the teacher/instructor is both a teacher and a learner. In the words of Lawrence Stonehouse, the teacher plays a dual role as a learner as well «so that in his classroom extends rather than constricts his intellectual horizons». The teacher «becomes a resource rather than an authority». The teacher also learns new things every day, which he/she didn’t know in the process 53

In learner-centred methods, the teacher/instructor is both a teacher and a learner at the same time. In the words of Lawrence Stenhouse, the teacher plays a dual role as a learner as well «so that in his classroom extends rather than constricts his intellectual horizons» . The teacher also learns new things every day that he/she did not know in the process of teaching. The teacher «becomes a resource rather than an authority» . Examples of learner-centred methods are discussion method, discovery or inquiry based approach and the Hill’s model of learning through discussion (LTD). (c) Content-Focused Methods In this category of methods, both the teacher and the learners have to fit into the content that is taught. Generally, this means the information and skills to be taught are regarded as sacrosanct or very important. A lot of emphasis is laid on the clarity and careful analyses of content. Both the teacher and the learners cannot alter or become critical of anything to do with the content. An example of a method that subordinates the interests of the teacher and learners to the content is the programmed learning approach. (d) Interactive/Participative Methods This fourth category borrows a bit from the three other methods without necessarily laying emphasis unduly on either the learner, content or teacher. These methods are driven by the situational analysis of what is the most appropriate thing for us to learn/do now given the situation of learners and the teacher. They require a participatory understanding of varied domains and factors. In summary, three types of methods commonly used in instruction are: − Teacher-centred methods − Learner centred methods − Content focused methods − Interactive/participative methods Specific Teaching Methods; we can now consider a number of specific methods which can be drawn from in the course of classroom instruction. It is however, important to note that the choice of any form of methods should not be arbitrary, but needs to be governed by the criteria we have already examined. At the same time, each method is not foolproof, but has its own advantages and disadvantages. That is why I would recommend the use of complementary methods rather than one method. 54

It is necessary to agree with opinion of methodologists that on methodical system and its components influence a number of factors that set is called the external environment. It’s components for methodical system in biology act like: overall objectives of education; subject of biological science; regularities of development of the personality; communication of a technique of biology with philosophy, didactics, psychology and practice; educational ideas (technologization, humanization, humanitarization, fundamentalization, informatization, differentiation, regionalization); the methodical approaches (personal focused, activity, cultural, axiological, competence-based). In science development, it practical application and an assessment of achievements an important role is played by methods of scientific research. They act as a learning tool of an object and a subject, and way of obtaining new knowledge. Their research amplifies in connection with implementation of the national Education project that induces teachers of biology to creativity, about clearing of methodical thinking and competent carrying out research work. In a method teaching biology, use a wide range of methods of experimental, empirical, and theoretical levels: Theoretical methods of obtaining new methodical knowledge based on judgment and reconsideration of empirical and theoretical material in the context of doctrines, concepts, the ideas and the principles: – System and structural analysis; – Logical-didactic analysis; – Typological approach; – Historical approach; – Comparative; – Statistical; – Mathematical; – Inductive and deductive; – modeling. Empirical methods of obtaining new methodical knowledge based on sensory perception, pedagogical experience and its judgments: – Studying of experience of the teacher of biology and school – observation, oral poll (a conversation, an interview), written poll (questioning), testing, studying of literature, school documents and results of activity teacher of biology and pupils; 55

– Synthesis of the best pedagogical practices of teachers of biology and schools; – An experiment (natural, laboratory, stating, training, controlling and comparative). Methods of theoretical level apply at an analysis stage of the facts and creation of the methodical theory. The attention to the designated group of methods amplifies due to strengthening of theoretical-methodological aspect of a method teaching biology. The Logical – didactic method allows analyzing methodically systems and their elements in that point of development, which they have reached so far. At the same time, there is an objective possibility for clarification of their current state, and way definition and improvement for high-quality training of pupils in new conditions. By means of a historical method, the methodical phenomena are considered from a position of emergence, formation and development. The researcher represents them as changing in time depending on objective and subjective factors. Mathematical and analytical methods apply to processing of results of experimental work and skilled quality check of training. They allow drawing rather valid conclusions by results of a research. By means of comparative method quantitative and qualitative characteristics of elements of the studied methodical system come to light, their comparison, streamlining and an assessment are carried out. Inductive and deductive methods as logical ways of synthesis of the obtained data allow to define the directions of the movement of a methodical thought respectively from private judgments to the general conclusion and, on the contrary, from the general judgment to partial conclusions. Models are created by modeling that is schematic samples of methodical systems for specification of an object and especially the characteristic of an object of research. Empirical methods also widely apply in a technique of teaching biology. One of the most widespread methods is observation. Ability to observe – necessary quality of the teacher, observation – an indicator of his pedagogical abilities. The technique of observations, her sequence, contents and types depend on features of a problem, methodical system, research objective and character of a subject to observation. Success of observations is defined by the program, which is made taking into account the observation purpose. 56

Justification of relevance of the chosen subject. Studying of history and theory of a question, experience of mass school and best practices of teachers of biology. Formulation research theme. Theme: formation of knowledge of biological diversity at pupils of the main school when studying the section «General Biology«; the generalized knowledge of biological diversity acts as a factor of a responsible attitude to wildlife at graduates of the main school. Establishment of the main problem of a research, choice of an object and subject of research There is a contradiction between requirement of society and the graduates having the responsibility to living beings based on knowledge of biological diversity and a lack of evidence-based techniques of formation of the designated knowledge. Problem: search and definitions of effective methodical system of formation of knowledge of biological diversity at pupils of the 9th class when studying the section «General Biology». Objects: training of biology of pupils of the main comprehensive school. Subject: methodical system of formation of knowledge of biological diversity at pupils of the main comprehensive school when studying the section «General Biology». Formulation of the purposes and research problems, promotions of a hypothesis on which depends the building of the experimental work plan Purpose: theoretical and experimental justification of methodical system of formation of knowledge of a biological variety at seniors of the main school when studying the section «general biology». Tasks: to prove methodical system; to develop scientifically – methodical materials; to carry out experimental work and an inspection of it results. Hypothesis: the responsible attitude to objects of wildlife depends on the generalized knowledge of biological diversity (specific, genetic, ecosystem) The choice of methods of a research – theoretical and empirical Theoretical methods – it is systemic – structural analysis, comparative, statistical, deductive, modeling. Empirical – observation at lessons and after-hour occupations, questioning, the analysis of literature and experience of teachers of biology, an experiment (natural, stating, training) Preparation of experimental materials and experiment during which expediency of elaborated provisions and options of the organization of educational activity is checked Development of methodical recommendations for the teacher and didactic materials for pupils, demonstration means, system of cool and out-of-class occupations, control tests and questions. Realization of the training experiment on motivational, forming and assessment- reflexive stages Analysis of materials of a research, formulation of conclusions, disclosure of the practical importance of results. Expression of provision that the generalized knowledge of biological diversity stimulate active and responsible actions for preservation of objects of wildlife because they form the livable environment

Fig. 2. Logic of scientific research in a method teaching biology.

Observations at lessons of biology and during after-hour occupations are combined with other methods – questioning of teachers 57

and pupils, a conversation, studying of various categories of school documentation. The contents of questionnaires are developed for collection of information on various methodical problems. As a result of questioning obtain data by means of which confirm or disprove a solvency of the studied methodical phenomena. As logical continuation of studying of experience of the teacher of biology and school serves the pedagogical experiment. Logical continuation of studying of experience of the teacher biology and school the pedagogical experiment serves. In practice of methodical researches, it is the most widespread method. A pedagogical experiment – it is scientific – the put experience of training and education allowing analyze the studied methodical phenomenon in controlled conditions. The pedagogical experiment can be various. Depending on time, it may be long and short-term, on structure of the studied phenomena – simple and difficult. Based on the organization distinguish natural (it is carried out with all class or several classes at different schools without change of the course of educational process) and laboratory (it is carried out with small group of pupils for more detailed studying any methodical aspect and exact accounting of results) experiments. On the purposes mark out such experiments – stating (for definition of basic data), training (for introduction of a new factor of training and clarification of its efficiency), controlling (for determination of the level biological pupils’ preparation) and comparative (for comparison of the course and results in control and experimental groups). 2.2. Lecture Method A lecture is an oral presentation of information by the teacher. It is the method of relaying factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic. In a lecture the teacher tells, explains, describes or relates whatever information the pupils are required to learn through listening and understanding. It is therefore teacher-centered. The teacher is very active, presentation is the main action all the class. On the other hand, pupils are very inactive, just need to listening in the lesson. Despite the popularity of lectures, the lack of active involvement of pupils limits its advantages as a method of instruction. 58

School lecture – oral presentation of learning consists of 20-25 min. Lecture, depending on the content and the preparedness of the pupils may be interspersed with a story or conversation. Typically, the lecture provides extensive training material or the material is not well explained in the book. The application of the lectures calls for the production of the main question of the lesson, the dismemberment of it into a number consistently reveal issues. In the course of lectures provides a logical stop for insights on the issues which discussed and concluded. Pupils are encouraged to make brief notes and key findings. Lectures are often used in high school (in middle school it is better to use elements of the lectures). Lecture method can be used in − Introduction of a new topic − Introduction of new instruments − Revising and summarizing of lessons − Quickly giving lecture based on syllabus − Presenting the history of plants and animals The lecture method of instruction is recommended for pupils with very meagre knowledge or limited background knowledge on the topic. It is also useful for presenting an organized process of new information to the learner. To be effective in promoting learning, the lecture must involve some discussion, question and answer period to let pupils be involved actively. School lecture may be revealed the nature of a problem statement. At the beginning stated the facts, from the Association which science identifies unsolved issues, and then finds ways of their solution. Then includes research methods and the results get. It often notice that the way of research causes to new problems. Scientific research confirms the reality of which is tested in practice. Intellectual independence of pupils in the school lectures stimulate by the fact that the teacher attracts the pupils to the alleged answers; ask questions to make them think. Sometimes the lecture read to the idea of pupils ahead of the teacher's words. For instance, problem representation suited the theme: «the history of the discovery of blood circulation», «the Problem of the origin of life», «the endocrine Glands» etc. Planning the lecture; Before start to preparing a lecture, the teacher must be able to answer four basic questions shown as below: 59

− Who is your audience? – Who − What is the purpose of your lecture? – Why − How much time is available for your lecture- How long − What is the subject? – What Preparation and delivery of a lecture; As we mentioned earlier, during the lecture, the pupils merely listen to the teacher. Therefore, it is very important to consider the attention span of pupils when preparing a lecture. The attention span is the period of time which the pupils are able to pay full attention to what the teacher is talking about. It estimate to be 15-25 minutes only. It is difficult to keep the pupils’ attention for a long period of time, so that careful preparation of lecture is necessary. The teacher should have a clear, logical presentation plan. He/She should work out the essentials of the topic, organize them according to priorities and logical connections, and establish relationships between the various items. Carefully organization of content would help the pupils to store or remember it. When developing a theme in a lecture, the teacher should use variety approaches. A useful principle in any instruction is to go from the known to unknown; from simple to complex, or from parts to whole.

Fig. 3. Organizing the lecture

60

Knowing the pupils and addressing their needs and interests is very important. For example, in explaining technical processes the teacher should search for illustrations that will be familiar to the pupils. Unfamiliar technical words should be introduced cautiously. New terminologies should be defined and explained and examples are given to pupils. In order to gain and absorb the attention of pupils, the teacher should be completely being prepared, fluent in his/her presentation and should use various teaching aids and illustrations such as charts, transparencies, codes and even the real objects during presentation. Question and Answer periods should be included in the lecture. Qualities of a good lecture 1. A good lecture should not be too long as to exceed the pupils’ attention span (up to 25 minutes). 2. A good lecture should address a single theme. 3. In a good lecture technical terms are carefully explained.

Fig. 4. A good lecturer

61

4. Familiar examples and analogies are given. 5. A good lecture establishes fluency in technical content. 6. A good lecture uses illustrations and their examples. 7. A good lecture builds on existing knowledge. 8. A good lecture uses a variety of approaches. How to evaluate a lecture − The speaker’s content expertise − The language which is used − The degree of transparency of presentation. − Using of audio visual aids − Attention and intellectual participation of pupils Storytelling is a type of the verbal (lecture) methods. Storytelling – a demonstration of educational material in monologue. By this method, the learning material is considered to be sequenced, systematic, clear and expressive. Story can be appealing educational tools because they engage pupils, are believable and entertaining, and enable pupils to recall facts easily from the story. An example of a narrative story is the history of the discovery of inheritance laws of characters. For example, address materials of the archive allowed us to discover in Botanical society of Brno the work of G. Mendel's «Experiments on plant hybrids» (1865) (junction)». Illustrative story is the story, revealing the peculiarities of biological objects and phenomena. For example, the story of rafflesia as the plant with the biggest flower, or the mice on the development of conditioned reflexes. Information story usually used for a particular fact, for example, body size or color, to familiarize with the lifestyle rhythms of development. Using a story, consider the following: 1. Compliance reported in the story facts the requirements of the program and the scientific character of their coverage. 2. Strict selection of the facts that reflect the essence of this the question, however, are sufficient for theoretical insights. 3. The main idea of the main parts of the story, the teacher should isolate. 4. Clarity and expressiveness of speech: clarity and precision of expression, proper diction, ability to emphasize with logical accents. 62

Advantages of lecture Method – It is quite economical method because it is possible to handle a large number of pupils at a time & no laboratory equipment, aids, materials are required. It is quite attractive and easy to follow and by this method teacher can develop his own style of teaching and exposition. It simplifies the task of teacher as he/she dominates the lesson for 70-85% of the lesson time & pupils just listen to him. Some good lectures, delivered by the teacher may motivate, instigate and inspire a pupil for creative thinking. Disadvantages of a lecture method- In this method the pupils’ participation is negligible and pupils become passive recipients of information. We never sure, if the pupils are concentrating and understanding the subject matter being taught by teacher in this method. In this method knowledge is imparted so rapidly that weak pupils developed a hatred for learning There is no place of ‘learning by doing’ and thus teaching by this method strikes at the very deep of science in this method. It does not take into the account of previous knowledge of pupils and it does not take cater to individual needs and differences of pupils. It is an undemocratic and authoritarian method as pupils cannot challenge or question the verdict of the teacher. It does not provide for corrective feedback and remedial help to slow learners. It does not help to inculcate scientific attitudes and training in scientific method among the pupils.

2.3. The discussion method A discussion is the means by which people share ideas, and experiences attitudes. As it helps to foster pupils’ involvement in what they are learning, it may contribute to desired attitudinal changes. Discussion may be used in the classroom for the purpose of lesson development, making pupils to apply what they have learnt or to monitor pupils learning by way of feedback. 63

Discussion involves two-way communication between participants. In the classroom situation, a teacher and pupils all participate in discussion. During discussion, the instructor spends some time on listening while the pupils spend some time to talking. The discussion is, therefore, a more active learning experience for the pupils than the lecture. This is the Discussion Method, also called the Socratic Method after the Ancient Greek philosopher Socrates, who would engage his pupils with questions and dialogue. Because the class is small, the tutor is able to determine each pupil’s progress, and pupils have sample occasion to make their difficulties known. There is a true meeting of the minds. The Discussion Method demands that pupils come to class well preparedly. Compelling them to think out their arguments in advance and to answer their peers’ questions and counter-arguments, it sharpens their powers of reason, analysis, and. It thus provides them with fundamental skills necessary for success in any discipline or profession. Discussions may occur among members of a dyad, small group, or whole class and be teacher-led or pupil-led. They frequently involve discussion of a written text, though discussion can also focus on a problem, issue, or topic that has its basis in a «text» in the larger sense of the term. Discussion methods are a variety of forums for open-ended, collaborative exchange of ideas among a teacher and pupils or among pupils for the purpose of extending pupils thinking, learning, problem solving, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand. Lesson development In areas in which trainees already have some knowledge or experience, discussion may be used to develop the main points to be covered in a lesson. For example, in safety training many of the procedures and behavior that should be observed can be established through discussion with trainees. Trainees can draw on their experience of working in workshops contract sites to contribute to 64

the discussion. In discussing some issues, differences of opinion arise. The discussion can help to clarify the different points of view and may assist each trainee to define his or her own opinion. Used in this way, discussion may be more effective in motivating trainees than lectures. Trainees can see that some importance is attached to their contributions. Application Discussion may also be used, following a lecture or demonstration, to help pupils apply what they have learned. The teacher can ask questions, that help pupils to relate concepts and principles to contexts that are familiar to the pupils or in which they will ultimately be needed. For example, following a lecture on «types of wood joint», the teacher may, lead a discussion directing pupils’ attention to the places or pieces of furniture where each type is found, and the reasons for using one type than the other. Used in this way discussion contributes to the transfer of learning. Feedback The discussion method also provides an opportunity to monitor pupils learning. The answers provided by pupils and the questions they ask, reveal the extent and quality of learning taking place. Teacher can use this information to repeat or modify an explanation to improve learning. They can also provide feedback to teacher; hence, helping to reinforce learning that has taken place. Discussion used in this way should follow other methods of classroom instruction such as lectures, demonstration or practice sessions. Conducting a discussion Discussion sessions can be led by the teacher, or can be divided into groups. Each case, the goal of discussion is to accomplish the lesson objectives by allowing the pupils to: a) Relate relevant personal experiences or events that have happened in the work setting. b) Contribute ideas or personal opinions. c) Apply what has been learned to familiar situations or solving problems. d) Express what had been learned? 65

Whether the discussion, which is the teacher held or groups it must be guided by the teacher. It must be focused on the objectives of the lesson: it is the teacher’ responsibility to find the objectives. If it is not properly guided, a discussion can degenerate into a consideration of inappropriate or unimportant topics adding confusion rather than clarification to the lesson. Planning the discussion 1. Preparation Before the Class – By having a look at that process, keeping in mind that preparation for a discussion class calls for marry process and content that we are looking for communicating ways, to enliven, to bring home the content; we want to find ways to helping pupils to internalize the theory. 2. Read the Assigned Material – It should go without saying that the teacher must be very familiar with the reading assigned for discussion. He or she must be ready for almost any nuance to be discovered, for almost any connection to be made. The more thinking and reading done about the assigned material, the better prepared the teacher will be for the discussion about it. 3. Decide on Important Concepts and Outline – Once you are sure you have a good grasp of the assigned material and its many nuances, decide what important concepts you want to be sure are understood by every pupil in your class. At this point, you should make notes about specific facts important people and their relationships, chronology, sets of figures, any particulars that bear on the matters you feel are important as well. 4. A Question Outline – Once you are sure of your grasp of the facts, prepare a question outline to match your concept outline. It is important at this stage that you carefully think of questions that will promote discussion, not answers, about the concepts you want to understand. If you are having trouble promoting discussion in your classes now, examine the kinds of questions you are asking. With a general and a specific outline of questions to guide your discussion, you must think carefully about the important questions beginning, transition, and conclusion-and highlight them in your outline. 5. A Board Outline – A good discussion leader should using the blackboard to help organize the discussion, which at times will seem to be going off in all directions. The board, in fact, is another powerful control mechanism for the discussion leader. You choose 66

what to write on the board and where to write it. Want to pump up a shy pupil's self-confidence? Write his contribution on the board. Even more? Underline it! Want to calm an aggressive contributor? Do not bother to inscribe her comments. What is written on the board takes on a huge importance. 6. Knowing Your Pupils – You are leading a discussion because you want the pupils in the class to learn something from that discussion- after all, they are the important ones in the process. To maximize that learning, you must know them as more than a number on your roster. Each is different each responds differently to the various stimuli of the discussion class. 7. Physical Setting – All the trouble that you have taken in preparing for the discussion class will be for naught if you are trapped in a physical setting that impairs the discussion process. The best laid plans for the board will be useless if you find a room with flip charts and marking pens. Whatever your room assignment, never let the space in which you are scheduled to teach surprise you. 8. Sense of Time – One of the most difficult things to control in a discussion is time nothing seems to disappear so quickly in a good discussion and to last so long in a poor one. Every discussion plan should have a beginning, a middle and an end, with some time targets for each thought out in advance. You have a given amount of time at your disposal. 9. Group Work – There is a natural order in discussion classes, from individual preparation, to small group, to class. At each period, insights are added that were not apparent at the earlier stage. Class discussions are improved if headed by leaderless small-group sessions. Scheduling those is usually a great problem, but if the subject matter or particular issue seems to lend itself to such sessions, they are often worth the trouble. If pupils are having trouble with the discussion format, organize smaller study group discussions before class. Small groups are a place where strong pupils can help weak pupils and shy pupils can more comfortably contribute behaviors that are worth encouraging. Role of teachers in discussion classes − Express own opinions. − Encourage all pupils that all answers and opinions are valued. 67

− Value silence/wait time, the resulting discussion may be much more creative and productive. − Offer them the material to be used. − Establish rules. − Tell the pupils that they must not talk or contribute idea until they have been recognized. − Let the pupils respond to one another’s idea and let them support their own answers. − If pupils hesitate, offer them with cues without providing the answer. − Simplify/rephrase the question if they find it difficult. − Attend to all pupils avoid favoritism. − Support the ideas of the pupils. − Responding to Pupils answer-praise the pupils. − Responding to Pupils opinion-seek clarification, ask them to support their answer. − Responding to Pupil’s incorrect/incomplete answers-give cues to help them. Tell them that their answer might be correct for other questions. Advantages of discussion method 1. Emphasis on learning instead of teaching. Discussion method emphasizes pupil-activity in the form of discussion, rather than simply telling and lecturing by the teacher. Therefore, this method is more effective. 2. Participation by everybody. In this method, everybody participates in the discussion, and consequently thinks and expresses himself. This is a sure way of learning. 3. Development of democratic way of thinking. Everybody cooperates in the discussion, and the ideas and opinions of everybody are respected. Thus, there is a development of democratic way of thinking and arriving at decision. 4. Training in Reflective Thinking. Pupils, during the course of discussion, get training in reflective thinking, which leads to deeper understanding of the historical problem under discussion. 68

5. Training in Self-expression. During discussion, everybody is required to express his ideas and opinions in a clear and concise manner. This provides enough opportunities to the pupils for training in self-expression. 6. Spirit of Tolerance is inculcated. The pupils learn to discuss and differ with other members of the group. They learn to tolerate the views of others even if they are unpleasant and contradictory to each other’s' views. Thus, respect for the viewpoints of others is developed. 7. Learning is made Interesting. History of biology (evolution of species, organisms, and organs) is considered to be a dry subject. The learning of history is made interesting through Discussion Method. More effective learning is possible when the pupils discuss, criticize and share ideas on a particular problem. Active participation by the pupils in the discussion makes learning full of interest for the pupils. This also ensures better and effective learning Disadvantages 1. All types of topics cannot be taught by discussion Method. 2. This method cannot be used for teaching small children. 3. The pupils may not follow the rules of discussion. 4. Some pupils may not take part in while others may try to dominate. 5. The teacher may not be able to guide and provide true leadership in the discussion. Time consuming The class discussion environment allows a few individual pupils to dominate the class conversation. This tendency benefits your strongest pupils, the individuals already most familiar with the subject. Other pupils are able to relax into the background and participate less often in the class discussion. This freedom leads to a relaxation of their pupil responsibilities. They are free to assume that they can avoid studying, reading assignments or individual contemplation of the subject. This problem escalates as the class size increases. The nature of class discussion makes the process very time consuming. The process of exploring a subject, while keeping pupils on task in the discussion, requires far more time than classic lecture style instruction. Short class periods may not be sufficient to accom69

modate a complicated subject matter or to explore a daily objective. This forces you to abridge your lesson plan, either leave a subject unfinished or resume the discussion during another class period in which you had intended to discuss another matter. Additionally, it is difficult to judge the necessary length for specific issues, making designing lesson plans very challenging. Class discussions become less effective with a class size greater than 20 pupils. As the class, size grows beyond this point, individual voices become unheard and the opportunity for the class to get off topic increases. Skilled teachers begin to notice this problem with fewer than 20 pupils, but with effective class management, you can hold your class together. Classroom discussions not only open a way of thinking for discussion between instructors and pupils but also between pupils and other pupils. While these discussions are the focus of the class, they can turn toward areas you do not intend and even move entirely away from the point of the discussion. While it is possible to redirect an errant, conversation back on track, valuable class time is lost and you risk losing your pupil's focus on the subject matter. Types of classroom discussion: Report – one pupil or team of two gives report on a topic followed by questions and discussions by the entire class. Jury trial – class simulates a courtroom as a judge, attorney, jury members, recorders and others. Group discussion – consist of facilitator, material manager, recorder and reporter. Roles may be changed but not frequently. Debate – formal speeches made by two opposing teams. Brainstorming – Finding good idea to a certain situation. The one who had the best solution is called the brainchild. Conversation – This method involves a verbal question-andanswer form of discussion of academic content in which there is an exchange of views. The participants are the teacher and the pupils. The focus of the conversation is determined by the specific issue which needs to be expanded, attracting pupils ' knowledge. The conversation ends with a specific conclusion and synthesis based on known or partially known to the pupils the material 70

The nature of cognitive activity distinguishes between explanatory-illustrative and heuristic conversation. In the course of explanatory-illustrative interviews in response to questions, the teacher assumes an exact reproduction of ready knowledge. This conversation is useful for repetition of the material, verification of knowledge and refinement. In search conversation, pupils partially solve a number of issues. For search conversations typical of inductive reasoning: the teacher leads the pupils from concrete observations to the disclosure of causal relationships and generalizations. If pupils have a General idea about the subject of conversation, it is possible to apply deductive logic: to find out specific examples of the relationship of the structure and functions of any living organisms. Search to conduct a conversation more complicated than explanatory-illustrative, because we need to consider so they did not break the course of the conversation. Search interview is appropriate when explaining the characteristics of lichens, penguins adapted to their living conditions, as well as, for example, when asking the question of why proteins should be mandatory components of food. Sometimes during search interviews have discussions, develop independent thinking; allowing to learn of the reasoning expressed the perspective that deepens knowledge. The conversation is often used for repetition of educational material, to secure the end of the lesson, at the beginning of a new topic is to summarize the perception of new information. During the conversation, her questions have become more difficult (to solve more complex logic problems). However, this method of training should not be abused, because the pupils must learn to speak coherently and deployed. The younger the participants, the more frequently used conversation. In educational process it is possible to define groups of interviews: introductory: the construction is inductive; communication of knowledge; the control-corrective (are often deductive in nature). For a conversation should observe the following methodological requirements: – Competently and accurately to formulate the questions; – To build the questions so that they flowed organically from the content of the material being studied; to direct the pupil's attention on the assimilation of the most important, but to bring previously acquired knowledge and life experience of pupils; 71

– Include questions teaches pupils to apply knowledge in practice, in life, to solve biological problems (questions for reflection); – In the course of the conversation alternate responses «strong» and «weak» pupils to have questions and ask them when difficulties in the response.

2.4. The demonstration method Quantitative methods in biology lessons typically use various demonstrations: experience, table, film, drawings on the board. In all these cases, it is important to provide the right observation, consideration of studied object. Application demonstrations develops the cognitive activity of perception and thinking. A teacher should use questions that draw pupils ' attention to the study of the shown object, help purposefully and consistently to observe, to compare, to find the main features to draw conclusions and generalizations. The main source of knowledge in this case is the system of images, followed by a speech teacher or speaker's voice if the videotape shows or TV movie. Considerable importance is the demonstration experience (experiment) that is used to summarize empirical to master any concept. To visual methods of learning also applies the method of images (for instance, drawing on the Board). The picture on the Board has the important cognitive significance in biology lessons. Picture with explanation (set out the relevant definitions, concepts and facts) helps pupils to monitor the content, as pupils are focusing on the part which says, and which is drawn by the teacher. Demonstration method of teaching is a traditional classroom method, which used in technical and training colleges also in school education. This is the method in both the teacher and pupils had the opportunity to express their views and ideas. After these opportunities, pupils feel a sense of belonging with the teaching process. This method creates a kind of atmosphere in the classroom where pupils had enough opportunities to be developed. Demonstration involves showing by reason or proof, explaining or making clearly by using of examples or experiments. Simply, 72

demonstration means to show clearly. In teaching with demonstration, pupils are set up to potentially conceptualize class material more effectively as shown in a study, which specifically focuses on chemistry demonstrations presented by teachers. Demonstrations often occur when pupils have a hard time connecting theories to actual practice or when pupils are unable to understand application of theories. Teachers not only demonstrate specific learning concepts within the classroom, they can also participate in demonstration classrooms to help improve their own teaching strategies, which may or may not be demonstrative in nature. Although the literature is limited, studies show that the effects of demonstration classroom teachers includes a change of perspective in relating to pupils, more reflection in the teachers’ own classroom strategies, and more personal responsibility for pupil learning. A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be. Demonstration strategy focus to achieve psychomotor and cognitive objectives. If we talk about its structure, it is given in three successive steps: Introduction: In this step, objectives of the lesson are stated. The teacher may be called demonstrator. He/she demonstrates the activity before the pupil that is to be developed. Development: Pupils try to initiate the demonstrated activity. If there is any query the teacher tries to satisfy them by further demonstration and illustrations. Integration: At this step, the teacher integrates all the activities and then these activities are reversed reviewed and evaluated. This teaching strategy is based on the following principles − Learning by doing maxim is followed − Skills can be developed by limitation − The perception helps in imitation 73

This strategy is applied mainly in technical or training institutes. In teacher education programs, it is used to develop skills in the pupil teacher. At school level, a teacher applies it in teaching science, biology, nature study arts and crafts. Teacher preparation 1. Practice your presentation in advance of the lesson. 2. Anticipate any difficult steps, possible interruptions etc. 3. Obtain all materials, tools, equipment, visual and teaching aids in advance and check their useful condition. 4. Have all materials within reach and conveniently arranged. 5. Time the demonstration NOT to exceed 15 minutes. 6. Remove all extraneous materials; check lighting, visibility, pupil grouping, and proximity to electric, gas and water outlets. 7. Plan to use a skill or method to advantage; work from simple to complex, one-step at a time. Planning and preparing for demonstration (Brown 1969) 1. What are our objectives? 2. How does your class stand with respect to these objectives? 3. Is this a better way to achieve your ends? 4. Do you have access to all the necessary materials and equipment to make the demonstration? 5. Are you familiar with the sequence and content of proposed demonstration? 6. Are the time limits realistic? You have planned and rehearsed your demonstration, your materials and equipment are ready, you have prepared your pupils, and then you can proceed to the demonstration itself. Set the tone for good communication. 1. Get and keep your audience’s interest. 2. Keep your demonstration simple. 3. Do not wander from the main ideas. 4. Check to see your demonstration is being understood. 5. Do not hurry your demonstration. 6. Do not drag out the demonstration. 7. Summarize as you go along and provide a concluding summary. 8. Hand out written materials at the conclusion. 74

What questions can you ask to evaluate your classroom demonstration? Dale(1969): − Was your demonstration adequately and skillfully prepared? − Did you follow the step-by-step plan? − Did you make use of additional materials appropriate to your purposes? − Was the demonstration itself correct? − Was your explanation simple enough so that most of the pupils understood it easily? − Could every person see and hear? − Did you help pupils to do their own generalizing? − Did you take enough time to demonstrate the key points? − Did you review the key points? − Did your pupils participate in what you were doing by asking thoughtful questions at the appropriate time? − Did your evaluation of pupil learning indicate that your demonstration achieved his purpose? − Did you keep checking to see that all your pupils were concentrating on what you were doing? Types of demonstration Classroom experiments – In many disciplines, there are extensive sets of appropriate classroom experiments that allow pupils to see concepts in action. These experiments can benefit from the Interactive Lecture Demonstration format. Before taking part in an experiment, pupils can predict the outcome so that attention will be focused on the main concept to be learned. Reflection after the experiment can help pupils appraise what was learned and transfer this understanding to other contexts. Classroom surveys – Survey data from pupils' own lives can show the application of concepts. Because everyone's data is needed, surveys involve all pupils. In addition, because the outcome is not predetermined, surveys create a sense of uncertainty that may be absent in textbook presentations. The Interactive Lecture Demonstration format focuses pupil attention on the underlying concept, often revealing contradictions between pupil prediction and what the data actually show. 75

Data analysis – Analysis using data is most effective if the data show a surprising result. Data analysis can be relatively straightforward, asking pupils to graph or otherwise manipulate a given set of data, while more sophisticated data analysis may require pupils to find data on their own, or to conduct statistical analysis. Simulations – Classroom instructors often ask «what if» questions that are then answered by a simulation. The Interactive Demonstration approach can be used to engage pupils in this analysis, first asking them to make a prediction, including, if possible, a description of their underlying economic model even if it is not well specified. The simulation demonstration then will offer concrete results, prompting the pupil to revise or make for specific their prior view. Advantages of demonstration method 1. It helps in involving various sense to make learning permanent. 2. Through, teacher behavior is autocratic, the invites the cooperation of pupils in teaching learning process. 3. It develops interest in the learners and motivates them for their active participation. 4. It helps in achieving psychomotor objectives. 5. Any simple or complex sill becomes easy to understand. Disadvantages of demonstration method 1. It can be used only for skills subjects. 2. Only the attention of the learners is invited towards the activity demonstrate. They are not free to discuss about it. 3. Due to poor economic conditions of the government schools, there is scarcity of audio-visual aids and equipment and the teachers are not so creative to produce handmade models for demonstration. 4. There is a general lack of sincerity and diligence among teachers who wish to complete the teaching program at the earliest without putting sincere efforts.

2.6. Brainstorming method Brainstorming is a combination of a relaxed, informal approach to problem-solving and lateral thinking. People ask to find ideas and 76

thoughts that can at first seem to be a bit irrelevant. The idea is to use some of these ideas to form original, creative solutions to problems. Even some seemingly useless ideas can spark still more ideas. The goal of brainstorming is to direct people to new ways of thinking and break from the usual way of reasoning. The most important thing about brainstorming is that there should be no criticism of ideas. Pupils try to open up possibilities and discard wrong assumptions about the limits of the problem. Judgments and analysis of ideas are explored after the brainstorming process while focus should be at this stage on idea generation. Brainstorming contributes to the generation of creative solutions to a problem. It teaches pupils to breaks away from old patterns of reasoning to new unexplored paths of thinking. Problem solving has become part of teaching and learning process. Brainstorming can make group problem solving a less sterile and a more satisfactory process. It can be used with your class to bring the various pupils experiences into play. This increases the richness of ideas explored, particularly before reading, listening and writing activities. Brainstorming is fun. That is why it helps pupil-pupil and pupils-teacher relationships to get stronger as they solve problems in a positive, stress-free environment. Brainstorming technique was first designed to be used with groups, but it can also be used by a single person privately to generate ideas. The purpose of a brainstorming session is to discover new ideas and responses very quickly. It is particularly a good way of getting bright ideas. It differs from the buzz group’s discussion in that the focus is on generating as many ideas as possible without judging them. In this technique, all ideas are given equal credence. Participants are encouraged to let ideas flow freely, building on and improving from previous ideas. No idea, however crazy, should be rejected. These ideas are listed exactly as they are expressed on a board or flipchart, or written on bits of paper. The combination of swiftly generated ideas usually leads to a very animated and energizing session. Even the more reserved participants should feel bold enough to contribute. The purpose of listing responses is to collect existing experiences and thoughts. 77

It is useful to collect answers to questions when you expect much repetition in the responses. After a brainstorm session, the ideas can be discussed further and evaluated, for example listing the best options in a systematic way. Ideas can be grouped and analyzed so that they belong to the group rather then individuals. Unlike a buzz session, a brainstorm session can work well with a large group and usually takes less time. It is best to limit the time for plenary brainstorms, as you might lose the attention of some participants. By Alex Faickney Osborn in his book Applied Imagination (1953). Brainstorming is a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list idea spontaneously contributed. According to him brainstorming was most effective in group than individual working alone in generating ideas. Use of a method of brainstorming in educational process allows solving the following problems: – Creative assimilation by school pupils of a training material; – Connection of theoretical knowledge with practice; – Activation of educational cognitive activity of trainees; – Forming of a capability to concentrate attention and cogitative efforts on the solution of an urgent task; – Forming of experience of collective cogitative activities; How to Use Brainstorming? John R. Hayes recommends following these steps in his book «The Complete Problem Solver». «Separate idea generation from evaluation. Start with the idea generation phase, writing down ideas as they occur, without criticism. You should welcome wild or silly ideas, and you should try to combine or improve ideas that were generated earlier. The hard part in this phase is to control your internal editor – the internal voice of criticism, which may lead you to ignore an idea that seems too dumb or trivial. Just as with group brainstorming, when you begin to run out of ideas, you can review the list as a source to stimulate further production. When the ideas really have stopped coming, it is time to move on to the evaluation phase. Here you review each idea to select those that seem best for solving the problem». 78

As it is said above both group and individual brainstorming can work perfectly well. We as teachers should vary the types of brainstorming so that pupils may fulfill their needs according to their learning style. It is also possible to combine both types by having pupils carrying out individual brainstorming the results of which can be shared in a group brainstorming. In the following description, we will show how a group brainstorming should be done. − Prepare the environment for the brainstorming to take place. Arrange the pupils’ desks in a manner that helps better pupils’ contributions. − Depending on the level of pupils, you can either write the ideas that come from the session yourself or appoint one pupil to record them. − The ideas should be noted in a format that everyone could see and refer to. You may use the board or computers with data projectors. − Define the problem you want pupils to solve clearly. − Be sure that pupils understand that the objective of the session is to generate as many ideas as possible. − After stating the problem, give pupils enough time to think the problem over on their own. − Ask pupils to contribute their ideas. − Make sure that you give all pupils a fair opportunity to contribute. − Try to get everyone to contribute and develop ideas, including the quietest members of the class. − Tell pupils that they may develop other pupils’ ideas, or use other ideas to create new ones. − Tell pupils that criticism and evaluation of ideas are banned at this stage because criticism is risky and may stifle creativity and cripple the whole brainstorming process. This uncritical attitude among members of the group is of paramount importance. − Encourage enthusiasm by providing positive feedback to all contributions without exceptions. − Give free vent to pupils creativity and imagination. Let people have fun bringing as many ideas as possible. 79

Preparation for brainstorming includes the following steps: − Determination of the purpose of occupation, specification of an educational task; − Planning of the general course of occupation, determination of time of each stage of occupation; − Matching of questions for warm-up; − Development of criteria for assessment of the arrived offers and the ideas that will allow to carry out purposefully and substantially the analysis and generalization of results of occupation. Brainstorming Lesson Plan Elicit from pupils are different ways to generate new ideas. Tell the pupils that they are going to try an activity called brainstorming to generate ideas. Divide the class into two groups. Assign one pupil in each group to be a leader. Give the group leaders the following tips: − First group leader: Encourage other pupils to contribute ideas on how to improve this class. Nevertheless, you do not want to waste any time. If a pupil states an idea which seems useless, tell the pupil «That’s no good» or «Bad idea», then move on to another pupil. – Second group leader: Encourage the other pupils to contribute ideas on how to improve this class. Ask one pupil in the group to write down all ideas. Praise pupils’ contributions and do not criticize any of the ideas. Make sure all ideas are accepted and written down. Give pupils ten minutes to do the brainstorming activity. Get feedback from pupils about the brainstorming. Ask which group produced more ideas and which group enjoyed the activity more. Group leaders read out their slips of paper. Pupils guess which group was brainstorming the right way. Write these rules of successful brainstorming on the board: − All ideas are accepted and written down. − Generate as many ideas as possible. 80

− Unusual, even seemingly irrelevant ideas are welcome − You may use other pupils’ idea and expand on it − Criticism is banned at this stage. Using these rules pupils brainstorm other topics. When they finish, groups choose their three best ideas and write them up on the board.

Fig. 5. Steps of Brainstorming

Types of brainstorming: Individual brainstorming is the use of brainstorming in solitary. When individuals brainstorm on their own, they come up with more ideas, and often better-quality ideas, than groups of people who brainstorm together. Perhaps this occurs because of many reasons. In groups, learners are not always strict in following the rules of brainstorming, and the risk of unfavorable group behaviors may arise. Instead of generating their own new ideas, pupils may pay more attention to other people’s ideas. 81

Sometimes learners forget their ideas while they are waiting for their turn to speak. Sometimes people are blocked because of shyness. Some pupils tend to do well when they work alone. Individual brainstorming may be less engaging and less stressful. Pupils are free and do not worry about other people’s opinions and judgments, and can therefore be more freely creative. For instance, a pupil who hesitates to bring up an idea in a group brainstorming because he thinks it is unworthy might be free to explore it in an individual brainstorming and find that it develops into something quite interesting. Pupils do not have to wait for others to stop speaking before they contribute their own ideas. There are however some downturns with individual brainstorming. In a group brainstorming, the experiences of the members of the group help to develop ideas thoroughly. This is something that might be missing in individual brainstorming where only the individuals experience come to play. Problems: − Presentation − Paper − Assignment Group Brainstorming can develop ideas in more depth than individual brainstorming. Brainstorming brings the full experience and creativity of all members of the group to solve a problem. When individual group members are stuck with an idea, another member’s creativity and experience can take the idea to the next stage. Group brainstorming may work in so many effective ways: Group brainstorming can therefore develop ideas in more depth than individual brainstorming. Another advantage of group brainstorming is that it helps everyone involved to feel that they have contributed to the end solution. It reminds one that other people have creative ideas to offer. Brainstorming can be great for team-building and creating harmony within a team! Nevertheless, group brainstorming has some disadvantages. It can be risky for individuals. Valuable but unusual suggestions may 82

appear irrelevant at first sight. That is why; the teacher needs to be careful not to suppress these ideas. Group problem solving must not stifle creativity. Problem: something that needs discussion. The advantages of Brainstorming: − Encouraged Creative Thinking − All ideas are accepted − Makes everyone part of team − Exciting and Easy The disadvantages of Brainstorming: − Only works when everyone in the room has something to say. − Without strict control or leader present, the group may take a long time to get the solution. − Group with a large member will not effective. − People with high emotion are not allowed. 2.6. Case study method The use of this technique, that is, the Case-Stage method, begins in the 20th century. If we look at the Native language, Case's method can be called a real-life, event-driven method. The key to this approach is simple: the organization of the learning process offers pupils the opportunity to think in real life situations. By this method, it is not only the practical solution to any problem, but also the ways of solving the actual knowledge complex. At the same time, it is necessary to explain how to solve this problem in several ways. This method is widely used in economics, business education in European countries. For the first time in 1870, he used Harvard University to study. In 1920, Harvard's business school was set up and put into operation. Currently, two different classical Case methods are used for the learning process. One is the Harvard (American) and the European Manchist. The first method is to find a way to find the only correct way to use the method (American), to reach the truth by looking for a different way or method to solve the second problem. A case study is a «published report about a person, group, or situation that has been studied over time. There is no universally 83

accepted definition for a case study, and the case method means different things to different people. Consequently, all case studies are not structured similarly, and variations abound in terms of style, structure and approach. Case material ranges from small case lets (a few paragraphs to one-two pages) to short cases (four to six pages) and from 10 to 18 pages case studies to the longer versions (25 pages and above). If the case study is about a group, it describes the behavior of the group as a whole, not behavior of each individual in the group. Case studies can be produced by following a formal research method. These case studies are likely to appear in formal research venues, as journals and professional conferences, rather than popular works. The resulting body of 'case study research' has long had a prominent place in many disciplines and professions, ranging from psychology, anthropology, sociology, and political science to education, clinical science, social work, and administrative science. In doing case study research, the «case» being studied may be an individual, organization, event, or action, existing in a specific time and place. For instance, clinical science has produced both wellknown case studies of individuals and case studies of clinical practices. However, when «case» is used in an abstract sense, as in a claim, a proposition, or an argument, such a case can be the subject of many research methods, not just case study research. Case study as an effective teaching method, Cliff and Wright (1996) reported that pupils in an anatomy and physiology course said the use of cases made it easier to learn the subject (74%) and deepened their understanding (70%). Attendance in a general biology course based on team learning and case study was 95-100% compared to 67-85% in a biology course based on lectures. Planning case study In the design of a case study, it is important to plan and design how you are going to address the study and make sure that all collected data is relevant. Unlike a scientific report, there is no strict set of rules so the most important part is making sure that the study is focused and concise; otherwise, you will end up having to wade through a lot of irrelevant information. 84

It is best if you make yourself a short list of four or five bullet points that you are going to try to address during the study. If you make sure that all research refers back to these then you will not be far wrong. With a case study, even more than a questionnaire or survey, it is important to be passive in your research. You are much more of an observer than an experimenter and you must remember that, even in a multi-subject case, each case must be treated individually and then cross case conclusions can be drawn. Types of Case Study − Directed cases – Review of course content in a setting of a story. – Questions have closed-ended answers. − Analysis (issues) cases – Pupils will analyze the situation or the proposed scenario. – What are the facts? What happened? What were the events? How might the events have unfolded differently? − Dilemma (decision) cases – A decision has to be made by the pupil regarding the proposed scenario. – Pupils will decide on an action with knowledge of the consequences and the risks/benefits. The direct case study enhances pupil’s understanding of essential concepts of a course and encourages critical thinking. Structure of the directed case method: – Set predetermined learning objectives, – Create a scenario of a real circumstance using various resources (e.g., newspaper articles, textbooks, actual or fictional events) that requires application of course knowledge, – Provide a list of questions, – Can be distributed at the beginning of a lecture series or at the end, – Pupils complete the analysis outside of class independently or in groups, – Submit case study answers prior to in-class review of the case, The analysis case study focuses on the development of analytical skills and understanding of a particular problem. 85

One structure of analysis case study: – Use journal articles as the basis of a case, – Provide the introduction and table/figure sections (and series of questions if more guidance is needed) to the pupils, – Pupils analyze the tables and figures, – Group or class discussion of pupil analysis, − Provide the introduction section (not abstract) to pupils. − Supplemental information or references can be provided. − Provide tables and figures of the journal article. Possible Guided Questions: – What information does each figure convey? – How do you think the data were obtained? – Write an abstract for this paper. The dilemma case study promotes the development of higherorder reasoning skills, understanding of a particular problem and sense of urgency or importance of the problem. Structure of a dilemma case study: – Good for controversial subjects, – Provide a story that introduces a problem and a central character who has to grapple with the problem, – Lay the foundation for a possible solution to the problem, – Pupils decide an action with consideration of the consequences, – Instructor or pupils summarize the lessons learned, Different formats of case study − Discussion format − Debate format − Public hearing format − Symposium – role playing − Trial format − Problem-based learning format − Team-learning format A similar method to the following was used to teach in-class note-taking skills to incoming pupils in secondary school. The following method can be used to promote learning from lecture or from various assignments. Learning objectives for the sample lecture: 86

– Describe the functions of the systemic and pulmonary circulations. – Identify the internal anatomical structures of the heart. – List the structures in the order that blood flows through the heart. – Be able to apply normal anatomy and physiology of the heart to heart failure. Reflection of group quiz experience for the instructors: Did you pay attention to the lecture more because you knew a quiz would follow the lecture? Did you pay attention more because it would be a group quiz? Did a group member catch something in the lecture that you did not? Did you learn from your group members? Advantages of the case method: 1. Good source of ideas about behavior. 2. Good opportunity for innovation. 3. Good method to study rare phenomena. 4. Good method to challenge theoretical assumptions. 5. Good alternative or complement to the group focus of psychology and biology. Disadvantages of the case method: 1. Hard to draw definite cause-effect conclusions. 2. Hard to generalize from a single case. 3. Possible biases in data collection and interpretation (since single person gathers and analyzes the information). 4. Instructors need to develop techniques to manage discussion. 5. Requires more preparation time from the instructors. 6. Time to adjust to case study learning by pupils. In summary case studies can be created based off of newspaper articles, journal articles, real or fictitious events that relate to course content. Case studies may be an effective tool to engage pupils who learn best by application and association. More importantly, case studies may promote pupils to be better learners. 87

2.7. Practical methods New material is being studied with the application of practical methods, which is presented by the results of research, practical activities. The result of the performed work reveals the essence of the biological phenomenon, which they must understand. Observation in the course of practical work is ensured not by preservation of the object, but by its direct, activity-based study: examination, measurement, preparation, feeling, evaluation. Such an observation, as well as on the division, description, experiment, can be carried out not only in the lesson, but also during the tour, at home on assignment, in a corner of wildlife, on the school training and experimental site. Observation is a purposeful perception of an object or phenomenon. Greater didactic value is observed for natural objects – living plants, animals, microorganisms. Observations can be illustrative, exploratory and research. Exemplary observations are applied if pupils cannot themselves understand the structure of biological objects, and for their study, it is necessary to direct the teacher's guidance or to refer to the textbook. The meaning of the illustrative observation consists in refining and concretizing the knowledge and ideas obtained earlier from other and c-sources of biological objects studied in separate materials. Search observations suggest a more independent acquisition of knowledge because of the consideration of the object. For example, the independent search of pupils is directed by the task to notice in plants and animals habits of fitness for abiotic and biotic factors, to compare the structure and functions of organs and organisms. Research observations are applied on excursions, in-group work, on elective classes. Pupils observe nesting of birds, feeding chicks, behavior of domestic animals. By the terms of the observation, they are short-lived and long lasting. Short-term observations take very little time, can be included in lesson or excursion. They are always performed on the instructions of the teacher. It can also be introspection, carried out during the study of the course «Human being» (measurement pulse, frequency of respiratory movements, determination of the types of teeth, etc.). Long-term observations take a long time. They are used to study questions related to the germination of seeds, the develop88

ment of sprouts or shoots from the kidneys. Phenological observations in nature also apply to prolonged ones. Observation, recognition, description and definition as types of practical methods are widely represented in biology classes. They are used When studying morphological, anatomical, systematic material. They find application in the study of evolutionary, ecological material. To use these practical methods, you need to have the necessary distribution-accurate material. Possession of practical and intellectual skills allows pupils to independently identify the properties of the object under study. In connection with this, practical methods of studying natural objects are considered to be the most effective. However, their implementation requires significantly more time compared to the use of visual and verbal methods. Experiment as a kind of practical method is most often used when studying the physiological and ecological material. Experiments are short-lived and long-term. For example, an increase in the rate of movement of cytoplasm in cells of the Elodea leaf with a slight heating of the micro preparation refers to short-term ones. Long-term observations usually begin at the lesson (at occupation of the circle, at home), then there is a long-term observation, measurement, description process, fixing results in the form of a report, formulating conclusions about the properties of living nature. Explanation method is often used in the classroom and during outdoor excursions. It is characterized by a clear, logical presentation of learning material based on the analysis of facts and evidence and subsequent formulation of conclusions. The explanation includes reasoning. The explanation is briefed to conduct the practical work: it needs to be concise, clear and accurate. Practical experience in science subject is very crucial for the real knowledge for cognitive growth as well as technological orientation and advancement. Ndu (1980) described practical work as any learning experience that involves pupils in activities such as observing, counting, measuring, experimenting, recording observations and carrying out fieldwork. Okoli and Egbunonu (2010) described practical approach to teaching as one that engages the pupils in active learning through interaction with the available resources and equipment; and also provides the learners with opportunity for experimentation, 89

manipulation of variables, verification of facts, collection and analysis of data and drawing inference and conclusions from the data collected. In the senior secondary schools, theoretical teaching is accompanied by practical work in teaching and learning of science. Biology practical constituted an integral part of biology practices. There are various reasons for biology practices. It affords the learners the basic skills and scientific method of problem solving. The knowledge obtained through practical work and experience promotes long-term memory. Six aims of teaching and learning practical biology in secondary schools as stated by syllabus include: – To promote the power of observation. – To develop the ability to present observation by illustration and relate form to function. – To develop the power to recognize general characteristics of animals and plants. – Interpretation of data, which illustrate certain known biological principles. – To develop ability to perform simple experiment and draw inferences from results. To achieve the above aims by pupils, effective use of laboratory method in teaching practical biology is imperative. Laboratory is defined as a room or building used for scientific research, experiments, testing, etc. (Hornby, 2004). It is a large room, specially designed and equipped for accommodation and interaction of science teachers, technologists, pupils, specimens, equipment and materials for practical activities. The laboratory method is activity oriented which offers the pupils the opportunity to interact with learning content, teacher, laboratory specimen and materials to develop scientific attitudes such as objectivity, critical thinking, carefulness, openminded, etc. It is also offers the pupils the opportunity to develop the scientific skills as they observe, measure, record, manipulate, experiment, draw conclusion and so on. In line with this Schulman and Tamir as cited by Abimbola (1994) identified the objectives of using laboratory methods to include teaching and learning of skills, concepts, attitudes, cognitive abilities and understanding of nature of science. By laboratory methods, pupils are actively involved in the process of learning and learning is retained. 90

Laboratory activities can help pupils develop new interest, attitudes and values so that they may learn to investigate and explore further into their environment. It is therefore important to investigate on the effective utilization of this laboratory method in teaching biology practical in secondary schools. In the light of the findings of the study, the researchers are making the following Recommendations: – Biology teachers should always use the double periods allocated on the time table for laboratory activities from senior secondary classes I to III. – Supervision of sciences and biology in particular should not only focus on the coverage of scheme of work and weekly dairy as recorded by the teachers, but should endeavor to use its roles to encourage the teachers use of scientific methods such as laboratory method. – Biology teachers should be adequately motivated through enhanced salaries, allowances and incentives for them to improvise for laboratory method. Effective use of laboratory method of teaching Biology and Sciences in general is a practical effort towards producing scientists, which our society currently needs most. The biology teacher, principal, pupils, examination bodies, and all stakeholders in science education should therefore intensify their efforts towards ensuring that this becomes a reality. Laboratories – It is hard to imagine learning to do science, or learning about science, without doing laboratory or fieldwork. Experimentation underlies all scientific knowledge and understanding. Laboratories are wonderful settings for teaching and learning science. They provide pupils with opportunities to think about, discuss, and solve real problems. Developing and teaching an effective laboratory requires as much skill, creativity, and hard work as proposing and executing a first-rate research project. Despite the importance of experimentation in science, introductory labs fail to convey the excitement of discovery to the majority of our pupils. They generally give introductory science labs low marks, often describing them as boring or a waste of time. What is wrong? It is clear that many introductory laboratory programs are suffering 91

from neglect. Typically, pupils work their way through a list of stepby-step instructions, trying to reproduce expected results and wondering how to get the right answer. While this approach has little do with science, it is common practice because it is efficient. Laboratories are costly and time consuming and predictable allow departments to offer their lab courses to large numbers of pupils. Developing Effective Laboratories Improving undergraduate laboratory instruction has become a priority in many institutions, driven, in part, by the exciting program being developed at a wide range of institutions. Some labs encourage critical and quantitative thinking, some emphasize demonstration of principles or development of lab techniques, and some help pupils deepen their understanding of fundamental concepts. Where possible, the lab should be coincident with the lecture or discussion. Before you begin to develop a laboratory program, it is important to think about its goals. Here are a number of possibilities: − Develop intuition and deepen understanding of concepts. − Apply concepts learned in class to new situations. − Experience basic phenomena. − Develop critical, quantitative thinking. − Develop experimental and data analysis skills. − Learn to use scientific apparatus. − Learn to estimate statistical errors and recognize systematic errors. − Develop reporting skills (written and oral). − Practice collaborative problem solving. − Exercise curiosity and creativity by designing a procedure to test a hypothesis. − Better, appreciate the role of experimentation in science. − Test important laws and rules. Developing an effective laboratory requires appropriate space and equipment and extraordinary effort from the department's most creative teachers. Still, those who have invested in innovative introductory laboratory programs report very encouraging results: better understanding of the material, much more positive pupil attitudes toward the lab, and more faculty participation in the lab (Wilson, 1994). 92

A major goal of this method is to teach pupils how to do science: collect initial observations, formulate testable hypotheses, perform tests, refine or overhaul the original hypothesis, devise a new test, and so on. Each lab is two weeks long, with the equipment and animals available for the entire time. All of the materials that pupils could plausibly need are stored on shelves for easy and immediate access. In the first hour, we discuss the lab and possible hypotheses, and look over the materials at hand. Each group then formulates an initial plan, obtains approval for their plan, and conducts the experiment. The most flexible labs utilize computer-controlled stimuli. In one lab, pupils are asked to determine to what features of prey a toad responds. Although they begin with live crickets and worms, they are encouraged to use a computer library of «virtual» crickets and toads. Pupils are given instructions for making new prey models, or modifying existing ones, to test the toad's response to different features. The library includes variations of shape, motion, color, three-dimensionality, size, and so on, plus a variety of cricket chirps and other calls. In general, pupils quickly discover that virtual crickets work almost as well as real ones-better in that they provide more data since the toad never fills up! A simple statistical program on the computers helps minimize the drudgery of data analysis, enabling the pupils to concentrate on experimental design and results rather than tedious computations. A number of other labs in the course make use of computergenerated and modified stimuli. Labs using this strategy deal with mate recognition in crickets and fish, competitor recognition in fish, predator recognition in chicks and fish, imprinting in ducklings, color change in lizards, and hemispheric dominance in humans. Cooperative Learning in the Laboratory An important goal for teachers is to empower pupils to be independent learners. Cooperative learning facilitates this process by assigning pupils to small groups in which they work together to maximize their own and one another's learning. Pupils achieve more, improve social skills, and increase their capacity to work productively together. In cooperative learning, pupils are divided into groups, or teams, in which they carry out assigned work. These teams are different 93

from the common practice of asking pupils to form their own groups and to divide the work without guidance. Cooperative learning teams are deliberately arranged, the work within teams is carefully organized, and grades are given to individuals rather than to the team as a whole. The work within cooperative learning groups is organized into cooperative learning structures, which have been devised to achieve a range of instructional objectives. Cooperative learning is effective because of three main principles: simultaneous interaction, positive interdependence, and individual accountability. Simultaneous interaction occurs when instead of individual pupils participating sequentially, as would occur in a whole class format; pupils in each team participate simultaneously. Positive interdependence occurs because the team will be successful only if each team member completes his or her assigned task. Pupils must learn task work and teamwork. Individual accountability ensures that each team member will be assessed on his or her own performance. Class- and tealbuilding activities motivate pupils to cooperate and teach pupils how to work together. Although the psychological theory that underlies cooperative learning dates back to the 1900s, the development and implementation of cooperative learning methods for the classroom began in the 1970s (Slavin 1995). Many cooperative learning methods make use of the principles of cooperative learning for specific purposes. The most widely used cooperative learning methods are Student TeamsAchievement Divisions (STAD; Slavin 1980), Teams Games-Tournament (TGT; Slavin 1980), Jigsaw (Aronson and Good 1980), Learning Together (Johnson and Johnson 1994), Group-Investigation (Sharan and Hertz-Lazarowitz 1980), and Co-op Co-op (Kagan 1985). All cooperative learning methods have similar guidelines for establishing groups. Groups usually have four pupils and arc heterogeneous for academic ability, with an ideal group consisting of two average, one above average, and one below-average pupil. The groups are also heterogeneous based on gender and ethnicity. The work of the group is divided into tasks, which are assigned to individual members (Kagan 1994). Grades reflect individual rather than group performance. The jigsaw cooperative learning structure enhances cooperative learning by making each pupil responsible for tea94

ching some of the material to the group. In this structure, pupils are members of two different groups, the «home group» and the «jigsaw group». Initially, pupils meet in their home groups, and each member of the home group is assigned a portion of the material to learn as an «expert». The home groups then break apart, like pieces of a jigsaw puzzle, and pupils move into jigsaw groups consisting of members from the other home groups who have been assigned the same portion of the material. While in the jigsaw groups', the pupils discuss their particular material to ensure that they understand it. Pupils then return to their home groups, where they teach their material to the rest of their group. Because pupils learn a subject best when they have to explain it, we felt that cooperative learning, and the jigsaw structure in particular, would improve lab classes, creating a setting in which pupils would become teachers who explain concepts and procedures to one another. We believe that cooperative learning solves the problems that we and others have encountered in biology labs. However, because cooperative learning has been used only to a small extent in college biology labs, we needed to design a way to incorporate cooperative learning techniques and jigsaw structure into the traditional lab session. Laboratory teaching methods vary widely, but there is certainly no substitute for an instructor circulating among the pupils, answering and asking questions, pointing out subtle details or possible applications, and generally guiding pupils' learning. Although pupils work informally in pairs or groups in many labs, some faculty have formally introduced cooperative learning into their labs. Some instructors rely on a lab handout, not to give cookbook instructions, but to pose a carefully constructed sequence of questions to help pupils design experiments, which illustrate important concepts. One advantage of the well-designed handout is that the designer more closely controls what pupils do in the lab. The challenge is to design it so that pupils must think and be creative. In more unstructured labs the challenge is to prevent pupils from getting stranded and discouraged. Easy access to a faculty member or teaching assistant is essential in this type of lab. Once you have decided on the goals for your laboratory, and are familiar with some of the innovative ideas in your field, you are ready to ask yourself the following questions: 95

− How have others operated their programs? Seek out collea-

gues in other departments or institutions who may have implemented a laboratory program similar to the one you are considering, and learn from their experiences. − How much time and energy are you willing to invest?. Buying new equipment and tinkering with the lab write-ups will probably improve the labs, but much more is required to implement substantial change. Changing the way that pupils learn involves rethinking the way the lab is taught, writing new lab handouts, setting up a training program for teaching assistants, and perhaps designing some new experiments. − What support will you have? Solicit the interest and support of departmental colleagues and teaching assistants. − Are the departmental and institutional administrations supportive of your project and willing to accept the risks? Determine how likely they are to provide the needed resources. − Are you prepared to go through all of this and still get mediocre pupil evaluations? Helping Teaching Assistants to Teach in the Laboratory: − All teaching assistants perform the laboratory exercises as if they were pupils to determine operational and analytical difficulties and to test the instructional notes and record-keeping procedures. − Teachers discuss usual pupil questions and misconceptions and ideas for directing pupil learning. − Teachers review procedures for circulating among pupil groups to ensure that each group gets attention. Groups are visited early to help them get started. Each group is visited several other times, but at least midway through the lab to discuss preliminary results and interpretations and toward the end of the lab to review outcomes and interpretations. − Teachers review the pupils' notebooks or reports and then meet to discuss difficulties and misconceptions. Discussions of grading and comments that might be made are important because these procedures can influence pupil performance and attitudes on subsequent exercises. Lab Reports – the various methods by which pupils report their lab work have different pedagogical objectives. The formal written 96

report teaches pupils how to communicate their work in journal style, but pupils sometimes sacrifice content for appearance. Keeping a lab notebook, which is graded, teaches the pupil to keep a record while doing an experiment, but it may not develop good writing and presentation skills. Oral reports motivate pupils to understand their work well enough to explain it to others, but this takes time and does not give pupils practice in writing. Oral reports can also motivate pupils to keep a good notebook, especially if they can consult it during their presentation. In choosing this important aspect of the pupils' lab experience, consider how your pupils might report their work in the future. Teaching Labs with Teaching Assistants – many benefits of carefully planned laboratory exercises are realized only if the instructional staff is well prepared to teach. Often the primary or only, lab instruction comes from graduate or undergraduate teaching assistants or from faculty members who were not involved in designing the lab. Time must be invested in training the teaching staff, focusing first on their mastery of the lab experiments and then on the method of instruction. It is a fine art to guide pupils without either simply giving the answer or seeming to be obstinately obscure. Teaching assistants who were not taught in this way can have difficulty adapting to innovative laboratory programs, and the suggestions below will you help you guide their transition. A good part of the success of a course depends on the group spirit of the whole team of instructor and teaching assistants. Many such groups meet weekly, perhaps in an informal but structured way, so that the teaching assistants can provide feedback to the instructor as well as learn about the most effective way to teach the next laboratory experiment. Field trip method A field trip or excursion is a journey by a group of people to a place away from their normal environment. When done for pupils, it is also known as school trip in the UK, New Zealand; and school tour in Ireland. The purpose of the trip is usually observation for education, nonexperimental research or to provide pupils with experiences outside their everyday activities, such as going camping with teachers and their classmates. The aim of this research is to observe the subject in 97

its natural state and possibly collect samples. Field trips are also used to produce civilized young men and women who appreciate culture and the arts. It is seen that more-advantaged children may have already experienced cultural institutions outside of school, and field trips provide a common ground with more-advantaged and lessadvantaged children to have some of the same cultural experiences in the arts. Field trips offer the sort of enriching experience that is considered central to successful education. The definition of a field trip used in this research is taken from Krepel and Duvall (1981), «a trip arranged and undertaken for educational purposes, in which the pupils go to places where the materials of instruction may be observed and studied directly in their functional setting..».. Traditional field trips usually involve a teacher directing or constructing an event to produce similar pupil observations and experiences. Field trips engage and even entertain pupils, helping to make educational experience more relevant, memorable and meaningful. Field trips are considered essential in biological science education. The focus of this study was to understand pupil and teacher attitudes towards field trips and the importance of field trips for pupil learning. Learning in biological sciences traditionally takes place in one or more of three different environments, the classroom or lecture theatre, the laboratory and the field (outdoors). In biological science education, the field trip is considered a key component of the curriculum, and when combined with lectures, problem sets, readings and workshops, provides vital experience necessary for converting pupils into successful professionals. Field trips offer pupils the opportunity to learn what is involved in on-ground management, make comparisons with other management cases, and sharpen their own integrative ability, insight and judgment without actual real-life costs of being wrong. How to Use Field trips? 1. Planned and effectively organized. 2. Check for school/board policy on field trips. 3. Children to supervisor ratios. 4. Transportation procedures. 5. Fund raising. 98

6. Plan with children as much as possible. 7. Involve school principal and vice-principal. 8. Ensure field trip compliments the curriculum by meeting specific expectations. 9. Ensure pupils have necessary background knowledge prior to field trip, if introduction to field trip provide essential preparatory information in order to prepare pupils for the experience. 10. Plan post-trip activities that build on the knowledge gained in partaking in the field trip (e.g. reports, displays, photos, graphs). 11. Prepare a checklist to ensure that all tasks are completed (e.g. booking facilities and transportation, parental notifications, medical forms, supervision, safety precautions, emergency information) and have the school administrator sign the checklist once completed. 12. Be sure to visit the site ahead of time, in order to plan for safety, resources and resource personnel, facility. 13. Plan on route activities to enrich their experience during the field trip. 14. Provide parents with rationalization for the field trip and trip itinerary. Before the Trip, Teachers Should: Visit the site to find connections to curricula, assess potential problems, and plan how the pupils could best use their time. Give as much context as possible that the pupils will understand what they see. Teachers might consider having the pupils do something like a journal chart in which they list questions they have, expectations for their visit, or plans for ways to use what they will see. Set standards of etiquette and respectful behavior. Build in opportunities for pupils to view the site or work alone, in pairs, or in small groups. On a trip to a museum, for example, the pupils could be asked an open-ended question like, «Find a work that represents our theme or time period and sketch it. In class we will share our choices and discuss why we chose them». The pupils could also choose one aspect or part of the site to explore. Consider giving some pupils disposable cameras, small tape recorders, or mandates to record specific information. When the class is back at school, they can compile a complete picture. 99

After the Trip: Allow the pupils to synthesize their experience creatively. For example, they might create trip brochures for other classes or the school library. They might create children's books about a theme from the field trip. On the other hand, they might present their experience orally to another class or grade. Advantages of excursion: 1. Field trips bring classroom study alive for pupils and help them remember and relate to what they have learned. They provide rich resources that can rarely be approximated in the classroom. They also help connect school to the world. 2. Field trips provide new cultural contexts for literature and provoke questions. 3. Field trips stimulate and focus class work by helping pupils synthesize information. Disadvantages of excursion: 1. If the field trip not planed well with specific learning objectives, it will result in wastage of teaching learning resources 2. Field trip are expensive. 3. Safety and security of the children is a real concern. 4. If the sought permission is not got, the scheduled plan of the curriculum suffers.

2.8. Other innovation teaching methods in biology As a biology education community, we focus a great deal of time and energy on issues of «what» pupils should be learning in the modern age of biology and then probing the extent to which pupils are learning these things. Additionally, there has been increased focus over time on the «how» of teaching, with attention to questioning the efficacy of traditional lecture methods and exploring new teaching techniques to support pupils in more effectively learning the «what» of biology. However, the aspect of classroom teaching that seems to be consistently underappreciated is the nature of «whom» we are teaching. Undergraduate pupils often appear to be treated as interchangeable entities without acknowledgment of the central role of the individual pupils, their learning histories, and their personal characteristics in the pupil-centered nature of «how» we aspire to 100

teach. Most innovative approaches to biology teaching that are at the core of national policy documents and resources are rooted in a constructivist framework (American Association for the Advancement of Science [AAAS], 2011). In constructivism, teachers can structure classroom environments with the intention of maximizing pupil learning, but learning is the work of pupils. As such, each pupil's prior experience and attitude and motivation toward the material being learned, confidence in his or her ability to learn, and relative participation in the learning environment are all thought to be key variables in promoting learning of new ideas, biological or not. Finally, bringing together individual pupils in classrooms produces group interactions that can either support or impede learning for different individuals. Today’s most useful additional innovation teaching methods are following; − Multimedia technologies − Mind map − Teaching with sense of humour − Mnemonics – words- words –words approach − Role playing and scenario analysis Multimedia Methods of teaching biology – Media plurality meaningful channels of information (information media). The conditions created in the class using computer and multimedia programs that allow the pupil to progress with the automated system to simulate a virtual (that is, existing only in the interaction process) learning environment. For this purpose, uses computers with multimedia facilities. Among these methods of learning can be identified multimedia lecture and practical work, allowing to carry out laboratory work in biology and even a virtual tour. Transmission of information is called information channel, which actually becomes the source of knowledge. To receive multimedia information requires three channels: visual, auditory, and tactile. Multimedia lecture can be done with each pupil for individual computer or groups of two people at a computer. It is necessary for a full immersion in the virtual information environment and of the compliance of all jobs. Narration can be recorded in advance, and can be pronounced by the teacher. 101

Multimedia program demonstrates consistently shots that reveal the content of the lecture, give assignments to pupils and assess their actions. Display each frame lasts 1-2 minutes video – 5 min. On the first frame, place the subject, objectives, plan, lectures, and assignments to work in your notebook. Teacher explains task, monitors their implementation. The second frame is the learning information: definition of concepts, information. At this time, the video starts with the announcer's showing the material on the lecture. After the video follows a new frame, the teacher explains the content. Therefore, in the course of demonstration staff, the teacher reveals the content of the lecture.

Fig. 6. Types of multimedia

With last frame, the teacher reinforces and summarizes the material covered. Then the screen displays appear a frame with the basic concepts of lesson-lectures and homework. After that, pupils have 10 min to work with the staff in manual (not automatic) mode: each pupil is viewing the footage, does the job, chooses the hard frame (usually it's 1-3 to the lecture) as the teacher gives explanation. In the remaining time, the pupils discuss the solutions. 102

The advantages of this method: 1. Learning individualize taking into account personal characteristics of pupils. 2. Media make learning more visual. 3. Not spent extra time working with the Board, at the dictation of terms. 4. The teacher can individually help during independent work. The disadvantages of this method: 1. You need many computers – at least one per two pupils, or a video projector (expensive equipment). 2. To prepare such a library lesson without the teacher spends time many times greater than in the preparation of the common class. Multimedia practical work is organized in two at the computer, or individually. For example, the topic «environmental Factors» course in General biology, pupils receive a task: «find the light required for plants of various ecological groups». The pupils place the plant in a variety of lighting conditions (on the screen), and soon will be given information about the productivity of photosynthesis in different conditions, the activity of respiration, and evaporation, which determine the optimality of this factor for the plants. With the help of the modeling program in experimental conditions and to place individual animals. Very interesting multi-media tour on the theme «Forest wealth of mankind». Following the designation of the topic frame displays the rules of behavior in nature. Further, personnel familiar with the forest, its individual parts, tiers, population. The show is accompanied by the voices of birds, the noise of tree crowns. Changing staff, pupils move from object to object. Such familiarity with the forest can be called a virtual tour, as created by multimedia virtual environment creates an immersive effect. From the demonstration video of this tour is interactivity, i.e. the ability of the pupil to act independently created models of nature. MIND MAP − Mind Map – one Innovative way. − Developed by Tony Buzan 1960. − Making notes with keywords and images. 103

− Visual and sensory tools at our disposal. − Recollect information for long time. Mind map is a simple technique for drawing information in diagrams, instead of writing it in sentences. The diagrams always take the same basic format of a tree, with a single starting point in the middle that branches out and divides repeatedly. The tree is made up of words or short sentences connected by lines. The lines that connect the words are part of the meaning. SENSE OF HUMOUR − Laughter is a natural, universal phenomenon, with beneficial effects, both physical and psychological. − Everyone loves a teacher with an infectious sense of humor. − Cordial relationship. − Ability to relax people and reduce tension. − Advertising strategy. − Cartoon − When there is a willingness to change, there is hope for progress in any field. − Pupils enjoys humor in forms of funny anecdotes MNEMONICS – WORDS- WORDS –WORDS APPROACH − Concept approach. − Associated meaning. − Increase word power − Dictionary Here the teacher is not supposed to talk on a particular concept for a quite long time. Nevertheless, to make it clear to the pupils he/she can just go on saying mnemonics or its associated meaning in words. Here he/she goes on saying only words instead of sentence, and once they come to a basic understanding of the meaning of a particular concept, then the teacher will explain in sentences. ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING Involves an activity which a pupil or a group of pupils dramatizes his or their real reactions to certain problematic situations. 104

The purpose is to find out how pupils will normally conduct themselves once they are confronted with a particular kind of conflict or difficulty. Functions of teaching methods – all teaching methods perform certain functions: teaching, developing, educating, motivating, controlling. Learning function-leading, as the purpose of each method used by the teacher, is, first of all, in the study of a living object or biological phenomenon. Time-the function is that the teacher uses logical the implementation of any method of training. These techniques develop pupils, learn to compare, analyze, and systematize educational material. The upbringing function of the methods of teaching biology is as follows: many aspects of upbringing are realized through the content of the material. Leading methods at the same time are the formation of a culture of intellectual work, the ability to work with textbook, instruments, correctly form the notes in the observation notebook, and perform tasks rationally. The motivating function of teaching methods is that the teacher, in the process of implementing methods, encourages pupils to take active steps to assimilate educational content. The monitoring function of teaching methods is manifested in management and control of the implementation of the method. Choice of methods and their development – the same method, depending on the content of the material and the age of the pupils, receives a different degree of expression. For example, a conversation with pupil’s 6-7 glasses differs from the conversation with high school pupils (grades 10-11) in content, according to the nature of its conduct: the formulation of questions, the division of content into fractional or large parts. The development of a search conversation is manifested in the fact that cognitive tasks become more complicated, generalizations are strengthened, hypotheses are built, and discussions are organized. A story in high school can be longer and even to acquire the features of a lecture. In 10-11 grades, a problem statement is often used. The meaning of the object visibility is somewhat reduced. Complication of practical methods can be observed, for example, in the conduct of laboratory work on the topic «Plants. Bacteria. Mushrooms and lichens». The first work with a microscope is organized frontally, that is, all the necessary operations are performed at 105

the command of the teacher. Gradually, the level of independence when performing laboratory work increases: you can organize an independent practical group with the use of instructional cards or instructions from the textbook. The teacher controls the progress of the work and its accurate results, helps to bring it to the end and, if necessary, draws the pupil's attention to the existing shortcomings. The complication of visual methods can be to observe the example of the use of natural and visual aids like sources of knowledge. Consequently, the development of methods is characterized by three parameters: strengthening the independence of pupils in the learning process; the complexity of the Tasks; Complication of cognitive activity of pupils. In the teacher's work the choice of methods is of great importance given the age of the pupils. When choosing methods are the basic objectives of the lesson and the content of the teaching material. For the formation of concepts and their development, specific methods are needed. For example, the study of morphological concepts requires observation, examination of external features of organisms, and for the assimilation of physiological and ecological concepts – observations, experiments or use of screen aids, for the study of evolutionary concepts – the accumulation of certain knowledge (certain facts) on the example of the studied plants, animals and humans. Also, when choosing methods, the degree of pupil autonomy, the nature of the content (familiar or completely new). It is necessary to take into account the capabilities of the school. It is important in the lesson to create situations, at which pupils independently extract knowledge from books, directories, additional literature. When pupils already have a good working experience with the textbook, they can be invited to make reports on a specific topic, however, not only recommend the literature, but also explain in detail how there must be a message in the lesson. In high school, the teacher can only report the subject of the report and recommend literature. In the lessons of biology, the most valuable are those methods that allow you to acquire knowledge using natural objects (demonstration herbarium, collections of fruits and seeds, insects, wet macro preparations).

106

Questions for self- assessment: 1. What is the method and technique of training? 2. What grounds are used to categorize methods of teaching biology? 3. What is the classification of methods and techniques most frequently used by teachers of biology? Why? 4. What determines the choice of teaching methods? 5. What are the distinctive features of verbal, practical and visual teaching methods of biology? 6. What is the development of methods of teaching biology? 7. What are the main functions of teaching methods of biology? 8. What is the significance for teachers has a rich Arsenal of methods of training? 9. Give the define method, teaching method, teaching strategy, teaching aids, teaching approach. 10. Characterize the lecture method, planning lecture method, advantages and disadvantages of lecture method. 11. Characterize the discussion method, planning discussion method, advantages and disadvantages of discussion method. 12. Characterize the demonstration method, planning demonstration method, advantages and disadvantages of demonstration method. 13. Characterize the brainstorming method, planning brainstorming method, advantages and disadvantages of brainstorming method. 14. Characterize the Case Study method, planning Case Study method, advantages and disadvantages of Case Study method. 15. Characterize the Practical methods, planning the lesson laboratory method. 16. Characterize the importance field trip method in biology. 17. Explain the modern interactive (interaction) teaching methods, problem based learning and innovation methods.

107

CHAPTER

3

METHODS OF FORMATION OF SKILLS IN BIOLOGY

The personality structure, the structure of the studied area of reality (Biology), the structure of activity are the main parameters that determine the basis for the content of biological education. All qualities, peculiarities of the personality, interests and desires, abilities of the individual are manifested in deeds, in different types of activity. Personality is formed in activity. Depending on what a human being does (that is, what is the content of his/her activities), how he/she does (that is, the methods of his/her activity), from the organizations and conditions of this activity, abilities, inclinations and traits of character, consciousness, fixed knowledge. Therefore, activities have become an important part of the content of education for schoolchildren. Any human activity requires the use of certain skills. Skills – the ability to successfully perform on its basis the acquisition of retention knowledge, the solution of problems in accordance with predetermined conditions (for example, comparison of monocotyledonous and dicotyledonous plants, revealing the causes of organism variability) Each skill passes in its formation a number of stages: 1) Stage of the initial skill: awareness of the purpose of the action and the search for ways. Based on existing knowledge and skills; Activities are carried out by trial and error; 2) The stage of deficiently skillful activity: knowledge of the methods of performing the action and the use of previously acquired skills that are not specific to the activity; 108

3) The stage of individual general skills: a number of individual highly developed skills required in various activities (for example, the ability to plan their activities, organizational skills); 4) A stage of highly developed skill: the creative use of knowledge and skills in this activity; Awareness of not only the goal, but also the motives for choosing, ways to achieve it; 5) Master stage: confident creative use of various skills, skills, knowledge. Repeating many times the actions with the object, they become automated. In connection with repeated exercise, the action is performed as a learned movement, without special control from the side of the brain. Such actions, automated by repeated repetitions, are called skills. In this case, the skill can not be understood as a fully automatic action because at the right moment the consciousness can interfere with the action and direct it. Skill – is the way of productive and appropriate performing the work in the time and under new conditions. The skill is formed on the basis of skills and knowledge. Each skill in the process of its formation before the state of skill passes through a number of stages: 1) The stage of the beginning of the comprehension of the skill: a clear understanding of the goal, but a vague understanding of the methods of achieving it, gross mistakes in the performance of the action; 2) Stage of conscious, but inept performance: a clear understanding of how to perform the action, but inaccurate, unstable implementation of it; unnecessary movements; no transfer of this skill. Transfer skills – the assimilation of a new skill and skill as a result of its interaction with those already formed; 3) The stage of automation of the skill through exercise: more and more qualitative execution of the action, with occasional sagging arbitrary attention and the appearance of the possibility of its distribution; elimination of unnecessary movements; the transfer of skills; 4) The stage of highly automated skills – skill: precise, economical, The precise execution of an action that has become a means of carrying out another, more complex action; confidently applied in a new situation. In the methodology of teaching biology in terms of the nature of activity in the learning process, one can distinguish skills and habits: A) Intellectual, or mental: analysis, synthesis, generalization, abstraction; 109

B) Practical, or labor: growing plants, caring for animals; C) Special or objective: working with a microscope, revealing the features of plants, animals, germination of seeds; D) General education: work with a book, drawing up a plan, self-control. All skills are formed only in practical activities, they are developed by repetitions and are destroyed when the repetition ceases. Any activity is carried out by a system of special skills and skills for her. Skills and skills of pupils provide the ability to perform a variety of Based on their acquired knowledge. The skills developed by pupils become the basis for the formation of new skills and skills, the application of acquired knowledge in any new situations and conditions. There are many types of human activities, but among them, one can identify the main ones – those that contribute to its formation as individuals in ontogenesis: communication, play, teaching and work. Communication consists in the exchange of information between people. The highest form of human communication is speech with the help of words as an expression of concepts. Communication activates the process of education and the assimilation of knowledge. Play and communication are the preparation for work. The game increases the attention of children and stimulates the desire to work. Teaching is a kind of human activity that contributes to the development of a person as a person on the basis of mastering the theoretical and practical experience of mankind. Each new generation receives from previous generations’ accumulated knowledge – it must assimilate them. This is both a goal and a motive for learning activity. The acquired social experience merges with the child's personal experience. This understanding of educational activity characterizes it as cognitive. Formation and development of cognitive activity is one of the main tasks of general education.

3.1. Management of the intellectual development of pupils in the process of their learning of biology Active pedagogical influence aimed at the formation of certain mental qualities of the pupil's personality is called the management 110

of the intellectual development of pupils. The learning process, oriented to the development of the personality, usually involves the pupil in the multilateral educational activity basically the purposeful management of the teacher by the pupil's educational activities, taking into account the level of their perception of new knowledge and skills. Several lines can be identified, according to which the intellectual development of pupils is managed: 1. The line of unity in the management of the process of assimilation of knowledge and mental actions. 2. The line of management of the processes of interiorization and exteriorization in the mental activity of pupils. 3. The line of use of the imitative activity of the pupil. Managing mental activity, we must remember the various relationships of knowledge and action: A. Knowledge make up the content of actions (for example, knowledge about the preparation of a micro preparation, about the work of a microscope). B. Knowledge is acquired only in the process of performing actions (for example, knowledge of the evolution of the nervous system of vertebrates is formed by comparing the structure of the brain in representatives of different classes). C. Actions are formed only in the process of assimilating knowledge (this is how the ability to analyze, compare, generalize). D. The effectiveness of mastering knowledge depends on the nature of the actions. E. The effectiveness of the formation of actions depends on the nature of the assimilated knowledge. Internalization is a mental transition from the external to the inner, the translation of external speech into the inner. Exteriorization is a mental transition from the internal to the external, for example, the translation of inner speech into the external. With the help of these processes, there is a more complete assimilation of knowledge and actions, and their unity is expressed in the fact that one process directly continues another, changing places, complementing each other. With the help of imitative activity the experience accumulated by previous generations (the initial mastery of intellectual skills on the principle of «do as I») is transmitted. 111

In the process of teaching biology, there is a need for unity in the operational and long-term management of pupils' intellectual activity. Under the objective control understand the conditions of pedagogical influence, which directly determine the process of mental activity of pupils during training. Perspective management – the construction of pedagogical influence, which provides a purposeful formation of a system of mental actions of varying degrees of generalization. This forms the general ability to solve problems of a certain complexity and use these skills in subsequent mental activities. The more general are the learned mental actions, the wider the range of tasks in which they can be used. With the help of knowledge and various methods of activity, the methodology of teaching biology aims to form a system of value relations to reality. To achieve this goal, pupils need to form a certain range of practical, intellectual and general educational skills. Practical skills are an important part of biological education. These include the following skills: use magnifying devices and a preparation needle, prepare temporary microscopic preparations and examine them under a microscope, use the determinants of plant and animal species. Practical also include the ability to put the simplest experiments (germination of seeds, rooting cuttings, determining the pulse rate), to conduct observations and introspection, to recognize species of plants, mushrooms and animals by their description, patterns, and in nature, to recognize by description and drawings bodies, build power circuit. Grow plants in indoor and outdoor conditions take care of them, dry plants and make a herbarium, observe the rules of behavior in nature – these are also practical skills. Intellectual or mental skills are aimed at improving the process of cognition itself. These include skills: to name, characterize, define, compare, generalize, systematize, observe, and isolate the main features. Formulate the definition of a concept. The ability to identify cause-effect relationships, simulate research, experiment, project the results of experience, analyze, operate knowledge, prove, characterize the properties of the studied object, and also explain to intellectual skills. General educational skills orient pupils in all types of educational activities to work at home with a book, the text of the textbook (drawings, questions, table of contents), visual aids, and workbooks 112

on the subject, drawing up a plan, using their knowledge in judgments, attentive work in the classroom and performing various study assignments. Objective include the ability to compare the structure (for example, amphibian larvae and fish, the flower of wind-blown and insect-pollen plants), analyze the structure (for example, the brain of birds and mammals), simulate the feeding chains, and observe the movement of the cytoplasm. In the Requirements for the level of preparation of the graduates of the main school named subject skills that pupils should be master. For example, pupils should be able to name common signs of a living organism, the main systematic categories, and signs of the species and kingdoms of nature, examples of natural and artificial communities, heredity, variability and fitness of living organisms to their habitat. In addition, pupils should be able to characterize the structure, functions and chemical composition of cells of bacteria, fungi, plants and animals, cell division, metabolism, reproduction, growth and development of organisms, habitats of organisms, environmental factors, and natural communities. Pupils should be able to substantiate the relationship between structure and function, the kinship of living organisms and human races, the role of neuro humoral regulation of life processes in the human body, the impact of various natural and social factors on human health, the impact of human activities on the habitat, and the conservation of the number of different living organisms. Pupils should be able to identify and compare different living organisms, recognize edible and poisonous fungi and plants. Among the necessary skills and ability to observe the rules for conducting experiments to study the vital activity of living natural objects, to behave properly in nature, to maintain a healthy lifestyle, to take care of plants and animals. In addition to the subject skills and skills in the teaching of biology, general skills (general labor) are formed: compare, describe, identify, prove, dissect, analyze, integrate, and use additional reading. 3.2. Peculiarities of the formation of methodology skills in the teaching of biology At the lessons of biology in the general education school, pupils analyze different living organisms, define and describe them, estab113

lish cause-effect relationships, relationships between structure and function. Since there are a lot of material on which you can do all this, you need to encourage pupils to learn it with the help of intellectual skills, and not through memorization. First, pupils work out individual actions – operations, from which the skill is subsequently formed. Initially, these skills will be objective. For example, comparison of seeds of a string bean and a pumpkin. The teacher directs the pupils' attention to revealing the similarities and differences in the studied objects according to their external and internal structure. As a result, the main feature is the presence of an embryo with two cotyledons. On its basis, pupils can independently define the concept: bean seeds and pumpkin – dicotyledonous. Using methods of comparing some objects, pupils will soon be able to apply the skills themselves to compare other objects in other situations. There are several stages in mastering the skill. At the first stage of the formation of the ability of the pupils are introduced to how the action is carried out, which must be mastered. The teacher's task is to show how to perform the action, explain the purpose and nature of the exercises. The second stage is the assimilation or restoration of knowledge basically which these skills and skills will be developed, the basic rules for implementing the action are formulated. In the third stage, a sample of this action is shown to avoid the mistakes typical for the first steps of the activity, as they can become fixed. Usually the teacher shows how to perform certain actions, speaks of the difficulties that can meet the pupils in the process of work. In high school, a show can replace a clear prescription for performing an action in the form of a step-by-step algorithm for its implementation. At the fourth stage, practical mastery of the action is carried out, the development of the right skill. The pupil begins to consciously apply the rules of the action. Here, special attention should be paid to the analysis of action and error, prevention of errors, the correct and consistent implementation of all actions of the skill. At the fifth stage are performed systematically independent exercises. It should be remembered that some skills are absorbed faster and others longer. Formation of a skill can be judged by the speed and quality of independent action. High skill level formation is characterized not only with individual cases of successful implementation of actions and the systematic 114

achievement of good results. When the success of the action is saved when you enable it in system of other (more complex) action skill is characterized as well-formed. If the teacher tells the pupils all the essential features of their objects of study and makes instead the necessary generalizations and conclusions, informative activity of pupils is getting worse. They do not develop necessary intellectual skills, independence in the extraction of knowledge. Development of educational activity of pupils, enhancing their cognitive activity and conscious assimilation of cognitive actions and the content of training material contribute to a variety of learning technologies. Consequently, education is one of the types of knowledge and formation of skills is one of the forms of cognitive activity, during which the mastery of biological knowledge, the formation of conceptualtheoretical thinking. Questions for self- assessment: 1. Why activities are referred to the components of the content of Biology in school? 2. What is the difference between abilities and skills? 3. How the abilities and skills are formed during the learning biology? 4. What is the importance of intellectual skills in learning biology? 5. Under what conditions the successful development of abilities and skills in learning biology takes place? 6. What is the main performance indicator of mental development of children? 7. What is means by common skills?

115

CHAPTER

4

IMPLEMENTATION OF EDUCATION IN TEACHING BIOLOGY

The purpose of biology subject and objectives of the biological Sciences are of a bright educational nature. In the methods of teaching biology, the problem of education is particularly studied Methodist: the biologist one researcher. He created a system of bringing up elements of teaching biology. Education called purposeful and specially organized influence of the teacher on the pupil. Usually education focused on the transfer of social experience and of human culture, the organization of productive activity and a healthy lifestyle, as well as to create conditions for personal development, assist in communicating and teaching with emerging difficulties. Successful education is provided if it is associated with learning and carried out in a system of interacting elements. Proper education under teaching biology will provide pupils a system of values in relations to the environment, including the nature and role of man in nature. The goal of education – expected changes in the pupils ' personality, which are expressed in relation to the world, to society, to himself. From the school should release the identity of the comprehensively developed, ready for life and work in modern conditions. In line with this objective, in the process of learning biology provide moral, labor, physical, aesthetic, civil, patriotic, ethical, hygiene, health and environmental education. Objectives of education – the help in formation of pupil's personality, awareness of their own needs and interests. The essence of education consists in the purposeful transformation of social experience into personal experience, which brings human to all the richness of human culture world. Education related to education is 116

very difficult and can not be limited only to information of educational significance. In the process of education, pupils do not just have to memorize knowledge of the relevant nature, but transform them into beliefs, from which the worldview is gradually formed. The process of upbringing should be systematically carried out not only during lessons, but also during excursions, on extracurricular and extra-curricular activities, since all the elements of upbringing in the learning process are related to the cognitive activity of pupils. World outlook is the whole system of views on the world, which is a combination of philosophical, scientific, political, economic, legal, ethical, aesthetic, biological and other notions about the place of man in nature and society, the nature of his relations to environment and himself. Each school subject in the school gives pupils a certain range of knowledge and thereby contributes to the education of the worldview. The core of any worldview are the philosophical views of man, which are based on generalized knowledge about nature, society and explain the patterns of organization of nature. A world view is formed throughout the life of a person, but its formation is especially intense in school years, determined, first of all, by the content of school subjects in a comprehensive school. The material studied in the course of biology of the 6th grade allows us to consider the organism as a whole and in connection with the environment; to assess the importance of plants and their diversity in nature, the ability of the plant world to develop. From the beginning of the study of biology, adolescents are attached to the scientific system of views of the surrounding world; they are laying the foundations of scientific understanding of the world. The study of zoology in the 7th grade reveals to the pupils the diversity of the animal world in connection with the conditions of existence, from the simplest to the mammalian animals. The complex properties of organisms, the elements of morphology, anatomy, physiology, ecology, the role of animals in nature and their significance for humans are examined on the example of animal types and classes. All these guidelines deepen the ideas and concepts of schoolchildren about the living organism, its integrity, structure and properties, adaptability to living conditions and role in nature. Course materials of about a human (8 grade) deepen already available scientific knowledge about the properties of living orga117

nisms. At the same time, pupils learn about a person as a biosocial being. In addition, when studying the properties of the human body, attention is drawn to the higher evolutionary position of man in comparison with animals. Equally important for the upbringing of pupils' outlook is the material of the course of general biology (9-11 grades). The study of the properties and structure of a living cell, the laws of heredity, the causes of variability, natural selection, the discussion of adaptation to the environment, the origin of life and the structural levels of its organization creates a biological scientific picture of the world in the minds of pupils. When studying the different phenomena of living nature, the adaptation of plant and animal organisms to the environment, establishing the connection between structure and function together with the pupils, the teacher must prove the reality of adaptations on specific examples, because the adaptive properties of organisms are simply amazing and can create supernatural representations for pupils. An important element in the formation of the worldview is the development of humanistic views. Humanism (derived from the Latin word humanus – human) is called a set of views that express respect for human dignity and human rights, concern for the wellbeing of people, their comprehensive development. At present, the word «humanism» is used not only for the «human and human system», but also for the «human-nature» system.

4.1. Features of environmental education in the school Ecological education is the formation in schoolchildren of a caring, careful attitude to nature and all life on Earth, developing an understanding of the imperishable value of nature, readiness for rational nature management, and participation in preserving natural resources and life in general. The main goal of ecological education is the ecological culture of each individual person and society. Ecological culture is an important part of the general culture, manifested in spiritual life and actions; it is a special quality of a person to realize the lasting value of life, nature and to be active in 118

their defense. Environmental education is built on a new system of ecological values: changing the moral and ethical assessment of nature, abandoning anthropocentrism, building ecological knowledge and skills, environmental thinking, understanding nature as an enduring value, reviewing one's own needs, spiritual mastering of the essential properties of nature, understanding man as an organic part of nature. In order to understand the harmonic nature of nature, the mechanism of its functioning and to understand how it is easy to disrupt existing interrelations, it is important for pupils to firmly grasp such concepts as «interdependence of the organism and environment», «change of natural communities», «biogeocenosis change», «ecosystem stability» «The biosphere» and «Human as an environmental factor». Considering anthropogenic factors of influence on a living nature, one should not pay attention only to the unseemly role of a person. It is necessary to consider issues of nature management comprehensively in order to form a true assessment of reality in pupils, the need to understand the essence of the changes occurring in nature, to find their causes, to cause aspiration to participate in creative work. For the implementation of environmental education materials on the complexity of interaction between populations, species in ecosystems, the productivity and stability of the biosphere, ecological balance in biosystems, biological diversity, and extracurricular activities are of great importance. Such information helps pupils to understand the possibilities of environmentally literate management of processes occurring in wildlife.

4.2. Upbringing in the teaching biology The main tasks of labor education in the modern secondary school are the development of readiness for work, conscientious, responsible and creative attitude to different types of work as the most important human need and responsibility, the accumulation of experience in self-service, the formation of skills of educational work, professional experience. 119

The study of living nature is aimed at understanding the pupils that labor is the main thing in the relationship between man and nature. In the 6th grade, pupils get acquainted with the methods of growing cultivated plants, caring for them, germinating seeds, and vegetative propagation of plants. In the 7th grade, they get ideas about the work on the protection of rare and endangered species of animals, the cultivation of domestic animals. In the 8th grade, the issues of protecting people's health are considered, and in 9-11 classes, the importance of the works of biology scientists studying the laws of nature is revealed. There is an acquaintance with the methods of work of breeders and biotechnologists. On this basis, the notion that human labor is not only productive, but also a conscious, interesting, creative process is formed. The teacher should educate the pupils in the culture of intellectual work: to form an ability to deliver reports, lectures, lectures to the audience, use visual aids. The ability of pupils to independently explain practical hygiene issues is a clear indicator of the possession of anatomical and physiological knowledge. The upbringing of hygienic habits associated with overcoming harmful tendencies requires a lot of pupils in volitional efforts. These issues are considered in continuity with previous educational subjects. Therefore, pupils are naturally led to the conclusion that the existence of the species would cease, if individual organisms could not continue their genus. Repeated knowledge of the various ways of reproduction of plants and animals, the nature of sexual and asexual reproduction. Having adjusted the pupils to a serious perception of the material, the teacher explains how the fetus and the fetus of the child are formed in the mother's body. It should be emphasized that the development of the fetus depends on the state of the maternal organism. The woman's organism adapts to pregnancy and forthcoming childbirth. It is necessary to tell pupils about changes in the body in connection with puberty. An addition to the lesson can be conversations on gender hygiene and moral and ethical rules of conduct separately for boys and girls (about puberty and the awakening of a sense of love, about 120

marriage and family, about anatomy, physiology and hygiene of the genitals). In teaching biology, a teacher can take full advantage of all the opportunities available. At the same time, the teacher carries out educational work taking into account the specific peculiarities of his subject. He/she has many opportunities. For example, there are many forms of teaching biology: lessons, extracurricular and non-class work, school and interdisciplinary work, leisure of pupils in summer ecological camp, studies of natural phenomena, living organisms, etc. Training and upbringing are a complex process that is interrelated. Therefore, its implementation requires a lot of expertise and skills from the teacher. Upbringing means that a pupil's knowledge acquired by the subject is trustworthy, and confidence is formed on the basis of the system. Faith is defined in the relationship of each individual with the people, the surrounding world, the habits, behavior and behavior. All the possibilities of upbringing through teaching biology can be attributed to certain elements associated with one another. Elements of upbringing are interrelated: education of the world outlook is closely connected with the pupil's own thinking and the right attitude to the environment; Thinking is a matter of practical application and aesthetics; Aesthetic upbringing is related to the nature, labor and behavioral attitudes associated with cognition and ethics, Ethical upbringing is related to the world view, cognitive activity in the team, and work, nature and family activities. Each element of upbringing is carried out with consistency, methods and methodology. Civil-patriotic upbringing is one of the most important areas of educational work with pupils. Due to the performance of lessons6 extracurricular activities pupils show their civic position in actual cases and projects under the guidance of a teacher. Questions for self- assessment: 1. What is the reason for the educative nature of the teaching of biology in the general education school?

121

2. What is means by the goals of upbringing? 3. Is it possible to assert that the outlook of a graduate of a general or higher school has already been formed? Why? 4. What are the tasks of upbringing a worldview in the learning of biology? 5. Describe the role of environmental education in school biological education. 6. What is ecological culture and how is it formed in schoolchildren? 7. What aspects of labor upbringing are realized through the content of the subject «Biology«? 8. What are the aims and objectives of aesthetic upbringing in biology classes and biological excursions? 9. What is the hygienic upbringing of pupils in the process of their learning of biology? 10. What conditions contribute to the ethical, patriotic, civic upbringing of pupils in the teaching of biology?

122

CHAPTER

5

TECHNIQUE OF FORMATION AND DEVELOPMENT OF BIOLOGICAL CONCEPTS

Each subject has the features in pedagogical impact on the personality, in the organization of educational activity, in forms, methods and tutorials. Features of teaching biology are connected with knowledge of live objects – their structures, functions, relationship with factors of the environment, evolutionary changes, and also ways of preservation for long existence of the biosphere and society. At the same time it is important to realize ecological, health saving and hygienic orientations of the organization of scientific and practical work with use of priority methods – observations, an experiment, the description, an explanation, modeling and design. Therefore, the identity of pupils is formed on the basis of perception, the analysis, judgment, an assessment of a state and transformation of objects of wildlife. There is a question of an essence of a technique of teaching biology as sciences. According to a few Researcher, the technique of teaching biology studies system of process of the training and education of pupils caused by features of a school subject. Therefore, it focus on obtaining objectively new knowledge arising and generalized in the course and result of the carried-out methodical research. The analysis of maintenance of a technique of teaching biology as scientific area leads to a conclusion that she is called to answer questions: «Whom to teach?», «Why to learn?», «To what to teach?», «How to learn?». The answer to the first question demands the instruction on age from which it is necessary to acquaint pupils with elementary ideas of live objects, to train in a systematic course of biology and to carry out a profiling of biological education. The 123

question «What to Teach to?» assumes determination of content of biological education – knowledge in the form of data, the facts, concepts, regularities, theories and doctrines, intellectual and practical abilities, the valuable relations and experience of creative activity. The answer to the question «How to learn?» is connecting with expression of forms, methods and tutorials of biology. At last, the question «Why to Learn?» demands from researchers of clarification of the purposes and problems of training of biology. Idea of a technique of teaching biology as a science will be more distinct if to express its such important signs as the purposes, an object, a subject, methods and the logician of a research. Taking into account the current state of methodical science main goals of a technique of teaching biology is the following: – Definition of value of this subject in system of the general education and its influence on formation at graduates of educational institutions of culture of the relation to wildlife objects; – Development of content of biological material according to the State educational standards, its optimum reflection in school programs and textbooks with check in practice of teaching a subject; – Clarification of the sequence of studying of a certain keeping in various educational institutions – schools, gymnasiums, lyceums; – Search of new forms, methods, receptions and means of effective digestion of biological material. Science object present in a general view as a part of reality with which the researcher deals. A technique object, obviously, lies in the area of the purposeful educational process covering the theory and practice, maintenance and the principles which have developed and the arising new uniforms, methods and means of activity of teachers and pupils. An object focuses the researcher on fuller and comprehensive reflection of new knowledge. Unfortunately, by the general technique of teaching biology an object is not specified in the majority of sources absolutely. However one scientist teaching and educational (educational) process connected with biology as with a subject. Authors of grants by other subject techniques also consider process of training in a subject an object of the respective area. There is a question: «What is object of studying of a technique of teaching 124

biology?». For obtaining the answer to the question posed, we will address conclusions of recognized domestic teachers’ researcher. In their opinion, training call «special collective social activities for the organization of the accelerated assimilation by the younger generation of the accumulated public experience embodied according to the social order in the content of education». Mean of «purposeful consecutive change of educational tasks and the change of all elements of training which is happening under objective laws and having the result formation of properties of trainees as a result of their activities for assimilation of content of social experience» by training. In these judgments of content of education is found, and therefore a goal setting, selection and designing of contents it is hardly possible to consider the problems belonging only to the categories «training» and «training process». Therefore, training of biology, biological education, education have to act as an object of a technique of teaching biology. The statement that an object of a technique of teaching biology is process of training of biology can be considered correct only under that condition if the list of functions of training is expanded. The traditional educational, educational and developing functions have to be supplemented with the heuristic, information, correcting, and control, estimated and humanistic functions. As we see, an object of a technique of teaching biology difficult. It is knowing that for studying of the difficult phenomena in science use a system method. Its essence is that rather independent components are considered not separately, and in their interrelation, in system with others. This method allows revealing the general system properties and qualitative characteristics making set of separate elements. Now there is a question of a subject of a technique of teaching biology. It is clear, that the separate parties, aspects and the points of view from which the researcher learns a complete object have to act as that, allocating at the same time his essential signs. In fact, the subject defines borders, in limits, which an object is studied. As a subject of a technique of teaching biology researcher, define system of process of the training and education caused by the maintenance of a subject, methods, forms and means. One scientist claims that a subject of a technique of teaching biology are the purposes and the content of educational process, methods, means and forms of educa125

tion, education and development of pupils. Supporting their opinion and relying on researcher it is possible to specify subject of a technique of teaching biology. Idealization of an object, its visualization in consciousness of the researcher has to act as that. Similar idealization, object model in this case is the methodical system. It covers the most important elements of the studied object and allows to reveal the natural relations between them for the organization of highquality biological training of pupils. The methodical system is made by the purposes, the maintenance of a training material, methods, means and forms of education of biology which in total have to make positive impact on formation of the identity of pupils. For example, at a solution of the problem of formation of the moral relation to wildlife an object of a research is education of pupils. The methodical system corresponding to the specified object will include the purpose (tasks) of formation of the moral relation to live systems, content of material about the moral attitude towards them (the principles, ideals, norms, traditions, habits, acts), organizational forms (a lesson debate, a lesson-discussion, a lesson game, a lesson practical work, etc.), methods (belief, problem situations, exercise, the analysis and realization of moral experience), means (methodical recommendations for the teacher, didactic grants for pupils – test tasks, fragments of video and television movies, multimedia means) and stages (motivational, forming and appraisal and reflexive). At realization of the designated system at pupils, it is supposed to create knowledge of the moral relations to live, moral senses to animals and plants, habits of respect for norms, rules and instructions of moral behavior in the nature. If an object of a concrete methodical research marks out any aspect or property of an object of a technique of training, then the subject of this research will correspond to a subject of a technique and to cover either a subset of the main methodical system, or separate aspects of its components in interrelations, or separate properties.

5.1. Overview of the system of means of teaching of biology Technique of teaching biology – pedagogical science. Unlike biology, the technique studies not regularities of development of the 126

organic world, but regularity of pedagogical process of training therefore also a subject of its studying is process of training of pupils of biology. At the same time, all parties of process of training are subject to studying: maintenance, teaching the teacher, pupils, results of training, besides in relation to various age groups. As the technique of teaching biology is defined not only specifics of biological contents, but also relies on children's psychology, it will be really effective if it is carried out according to age development of children. It is causing by the fact that the maintenance of a training material and a technique of teaching become complicated from a class in a class in process of a growing and development of the identity of the child. Without this major circumstance training will be to either excessive, or too elementary, primitive, inappropriate intellectual and mental opportunities of children. Therefore, for pupils of elementary grades (4-5) it is necessary to use several various methods at a lesson, replacing one kind of activity another more often. In addition, in the high classes (9-11) the lesson can be conducted by one-two methods. At the same time, if in elementary grades it is expedient to conduct training at simpler, factual level, besides in the deductive (confirming) way, then in seniors – At more difficult conceptual level in the inductive (opening) way, to give more the generalizing material, conclusions, the analysis, comparison. Learning a variety of subjects, phenomena, facts, educational programs that contribute to improving the effectiveness of training activities in accordance with the purposes and objectives of the study. Allocate real (natural), iconic (pictorial) and verbal (verbal) learning biology. Real learning tools contribute to the development of visual-effective (practical) thinking, a symbolic means develop visually figurative thinking, verbal and abstract-theoretical thinking. Real (natural) objects that the micro specimens, live or fixed organisms, large or small Biosystems (forest, lake), which pupils learn in the classroom, on trips. The real properties of these objects can be perceived by different sensory systems. Iconic (graphic) learning tools are the substitutes of real objects and processes – Tables, charts, pictures, models, dummies. A special group consists of multimedia learning tools. In the verbal group, (verbal) learning resources include books, textbooks, speech teachers, narration, and software for computer, tests, and workbooks on a circuit basis. 127

At all stages of teaching biology is a necessary tool of the educational process is visibility. This term use for expressing various pedagogical concepts: «principle of clarity», «clarity as a learning tool» and «visual aid». The term «visibility» is commonly referred to the principle that the management of teacher of biology in their practice. The visualization combines the sensual and logical, concrete and abstract, contributing to the development of abstract thinking. Visualization as a learning tool use to create static and dynamic images of natural objects under study. It can be focused and fine. The concept of «medium clarity», close in content to the concept of «visual aid», but wider in scope. For example, experience in photosynthesis, telecast, drawing on the Board – means of visualization, but they are not visual aids. Visual aids – Specific objects used in the classroom. It can be various collections, herbarium, live plants and animals, tables, dummies, models, videos, handouts. Total system means of study of biology includes two large groups – Primary and auxiliary tools. Real, symbolic and verbal means Enter the fixed asset group learning. They express the biological content of the studied biological objects and phenomena. To support include laboratory equipment and teaching aids, increase The effectiveness of visual learning: – Instruments, reagents for practical and demonstration work: – Magnifying equipment (microscope, magnifier); – Laboratory equipment (tripod, heating appliances, utensils); – Preparative tools (forceps, dissecting needle, loop); – ICT (film projector, slide projector, overhead projector, overhead projector, TV, computer, tape recorder, video equipment). The static gobo projection are educational filmstrips and video films, transparencies or slides. The dynamic screen projection include educational cinema, TV, sound media (educational radio, sound recording). Means of presentation use at all stages of the learning process of biology: the explanation of new material, in the process of reviewing knowledge at the time of verification of mastering of educational material. 128

5.2. Characteristics of different types of visual aids in teaching biology Living visual aids serve specially selected plants (room, brought from tours or with the school plot), animals in aquariums, insectaria, terrariums and wildlife area (in cells). The prepared natural benefits are herbaria, wet preparations, micro specimens, collections, vertebrate skeletons, stuffed, handouts for practical work. In addition to these benefits, which do not always give a complete picture of living organisms, using wet preparations, which are mounting between two panes of glass and dipped in a vial of preservative fluid («The roots of legume plants with nodules», «Insect development», «The internal structure of a crayfish», «Eye of a mammal animal»). The most important kind of teaching materials – the micro specimens. They can be permanent and temporary. Permanent micro preparations are usually made factory method. For example, are made of the finest histological. Teacher and pupils prepare temporary micro-preparations for the lesson or at the lesson. Then these preparations are easily washing off from slide glasses. Often in biology lessons, collections are used, such as installation of natural objects united by a certain theme («Collection of fruits and seeds», «Representatives of the insects», etc.). Homemade and factory collections use in the process of teaching biology. It can be morphological, general biological, technological collections. With the help of morphological collections, pupils learn to compare biological objects. General biology collections teach to find interrelations in the organic world, help to study ontogeny and general biological regularities. Technological collections are used to demonstrate products obtained from natural materials. Not all lessons can be provided with natural objects: nature must be protected, besides, not every object can be brought to the biology classroom. Therefore, for the discovering of processes and patterns of living nature, special visual aids need. These include: – 3D visual aids (models, dummies, landscape tables); 129

– Painted manuals (tables, posters, reproductions of paintings, portraits of scientists, zoogeographic maps, and didactic material). Dummies are 3D visual aids, exactly copying natural objects. For example, «Set of human cervical vertebrae», «A set of juicy fruits». They show the real shape, size, and color of natural objects. Models are images of natural objects that do not copy them accurately, but representing its main properties in a schematized form and acquainting with the processes occurring in a living organism. Models can be: – Planar (for example, demonstrating the work of heart valves); – Three-dimensional (for example, the structure of the flower, ear, eyes, kidneys); – Dynamic (for example, magnetic models «Biosynthesis of proteins», «Model of biogeocenosis »). Tables in the teaching of biology use most often. Maps are zoogeographical, vegetation maps, maps of protected territories, ecological maps of the region. Teachers use reproductions of paintings for the purposes of aesthetic education, but much more often they use portraits of biology scientists. From verbal means, didactic material is often used in the lessons of biology – printed manual, according to which pupils independently fulfill the task of the teacher. Pupils themselves can make not only tables, but also models. During biology class, it is preferable to use natural visual aids, because they give the most concrete ideas about the structure of biological objects. Questions for self- assessment: 1. What training tools include? 2. How do you understand the term «visibility«? 3. Are the concepts «means of visualization» and «visual aids» identical? 4. Name the functions of visual aids in the teaching of biology. 5. Describe the main groups of visual aids in biology. 6. Why in the training of biology natural visual aids should take a priority place?

130

CHAPTER

6

EXTRACURRICULAR WORK IS COMPULSORY AND IS PERFORMED ON SPECIAL

Extracurricular activities or Extra Academic Activity (EAA) are «the activities through which a learner explores ones abilities, develops the strengths and eradicates the shortcoming through informal guidance, observation and self-assessment». Common system of biology teaching organization forms in school. Factors, influenced on choices of study. To implement the learning process, it is necessary to organize it. Different forms of organization of training in biology are interrelated parts of the educational process. N.M. Verzilin and V.M. Korsunskaya determine the form of the organization of instruction as an organization of educational and cognitive activity of pupils, the corresponding. Various conditions of its conduct (in class, excursion into nature), used by the teacher in the process of educational training. In the methodology of teaching biology, the following forms have been established: lessons and associated mandatory excursions, homework, after-hours work, and optional (for pupils) extra-curricular activities (individual, group or group and mass). Together they form a system of forms for organizing the teaching of biology, the connecting link in which is the lesson. It is the main form of training. Each organizational form solves its learning tasks in the educational process. All forms of training in biology are interrelated, and their choice is conditioned by educational and educational tasks, which must be solved at this stage. Educational process. For example, if the learning task is related to microscopy or the study of theoretical positions, then a lesson is needed. If anatomical and physiological concepts are successfully formed in the lessons, then the formation and development of eco131

logical concepts cannot be realized only in the classroom – excursions into nature, extracurricular activities, and extra-curricular activities are needed. The choice of forms of training largely depends on the production and natural environment. For example, in a city school there is not always an opportunity to conduct an excursion to the meadow, in the field, in the forest. Therefore, the teacher conducts excursions in parks, squares, school districts. From the equipment of the educational process, the equipment of the cabinet with natural and visual aids, the technical means of instruction, and visual means, the choice of the form of instruction also depends a lot. For example, the type of lesson is often determined by the presence or absence of natural learning aids. Biology curriculum guides teachers to use certain organizational forms of learning. In the programs the themes of excursions and approximate places of their conducting are named, for them the certain study time is allocated. Summer extracurricular tasks, practical and laboratory work are also indicated in the programs. The choice of the form of the organization of training is determined by the specifics of the contingent of pupils in a particular class, because in one parallel classes can differ markedly in terms of preparedness and interest in the subject. The main role in choosing the forms of training is played by the content of the teaching material. Most of the material is studying in class, so the lesson is the main form of learning biology. However, some of them cannot be studied only in lessons (for example, long-term monitoring of the development of insect or bird organisms is required), therefore lessons are supplemented by other forms. The lesson relate to homework, it is a logical continuation Studying the lesson. Pupils finish the work at home, started in the classroom, put experiments, conduct phenological observations, prepare reports and reviews of the additional literature read.

6.1. Role of teachers in co-curricular activities Extracurricular activities are defined as the activities that enable to supplement and complement the curricular or main syllabi acti132

vities. These activities are organized after the school hours, so known as extra-curricular activities. Extracurricular activities have wide horizon to cater to the cultural, social, aesthetic development of the child. These are the very important part and parcel of educational institutions to develop the pupils’ personality as well as to strengthen the classroom learning. Tasks in the classroom, in a nook of wildlife, on the training and experimental site, at home, at the dacha, in nature. Many of the extrahour tasks are performed in the summer. They are called summer assignments. Tasks that deepen biological knowledge and improving skills, pupils receive on excursions. The teacher uses collections and herbariums prepared by pupils after excursions further in the teaching process. As for extracurricular activities (an optional form of organization of the educational process), they are attended by pupils who want to deepen their knowledge in the field of biology. This form of training includes: 1. Individual work (research work, reading of scientific – Popular literature). 2. Group work (electives, circles). 3. Mass campaigns (various holidays). 4. Socially useful work (various environmental actions). When planning and organizing extra-curricular activities, it is necessary to take into account the educational material, but the teacher himself can choose subjects, deepen and expand the program material, supplement it with studying new and interesting questions. These classes are needed to expand our horizons, develop interest in research work. Extra-curricular work is carried out afterhours, and participation it can vary in the number of pupils – from one person to the entire school team (depending on the form of the extra-curricular class chosen). For example, for a faculty, a group of 15-18 people is needed, and 5-7 people can attend a circle. Extracurricular work in biology is conducted outside the network of lessons, but it is included by the biology teacher in his long-term work plan. The teacher when planning educational-work on biology for a year or half a year takes the interconnection of all forms into 133

account. To this end, the teacher makes an annual (semi-annual) long-term planning. It provides for extra-curricular activities and excursions in conjunction with the themes of lessons. Not all organizational forms are indicated in the long-term plan, but only lessons, excursions and extra-curricular activities. Homework and after-hour activities are planned separately. A promising biology plan is part of the school's overall annual work plan; it can be adjusted to specific situations. Lesson as main form of biology teaching in school. Teachers should take an active interest in organizing co-curricular activities as an integral part of the school program. In the teaching of subjects, they get innumerable opportunities to suggest a variety of activities. The scope of activities is very fast. The language teachers can organize essay competitions, handwriting competitions, debates, spelling competitions, etc. Social studies teachers can take up projects on the lives of great historical figures. Several types of maps could be prepared. Excursions to places of historical importance may be organized. Social surveys could be undertaken. The science teachers can develop scientific creativity among the pupils by providing appropriate creative thoughts. Actually, scope of organizing co-curricular activities is unlimited. After-lessons work earlier known as Extracurricular Activities (ECA) are the components of non-academic curriculum helps to develop various facets of the personality development of the child and pupils. For all-round development of the child, there is a need of emotional, physical, spiritual and moral development that complement and supplement by Extracurricular Activities. Questions for self- assessment: 1. How do you understand concept of co-curricular activities? 2. Describe the types of co-curricular activities. 3. Characterize the need and importance of extracurricular activities in educational process. 4. Describe the role of a teacher in extracurricular activities 5. Explain the contribution of co-curricular activities in national development.

134

CHAPTER

7

LESSON – THE BASIC FORM OF TEACHING BIOLOGY

The lesson is the basic form of learning biology. All biology training is realistic. First of all at the lesson. The quality of education and upbringing of schoolchildren largely depends on how the lesson is conducted, so there are didactic, educational and organizational requirements for its conduct. The most important didactic requirements are: – A clear definition of the didactic tasks of each lesson and its place in the system of lessons on the subject; – Selection of educational content in accordance with the program, the objectives of the lesson and taking into account the preparation of pupils; Educational requirements for the lesson: – A clear statement of the educational tasks of the lesson, providing on the basis of biological knowledge the formation of a scientific picture of the world, aesthetic taste and ecological culture; – The formation and development of pupils' cognitive interests, skills and skills of self-mastery of knowledge, creative initiative and activity; Teacher's compliance with the teaching tact. Organizational requirements to the lesson: – Presence of the thought out plan of carrying out of a lesson on the basis of thematic. Planning; – A clear organization of the lesson at all stages of its conduct; 135

– The appropriate use of various teaching aids. The requirements for a modern biology lesson can be derived by analyzing the most common shortcomings of the existing practice of the lesson at school, as reflected in the table. The main stages of preparation for the lesson are the definition of the structure of the lesson (with the distribution over time) and the drawing up of a lesson plan. The structure of the lesson is called the totality of its elements, ensuring its integrity and preservation of the basic teaching and educational properties under various options. The constituent parts (elements, stages) of the lesson are closely interrelated and implemented in a certain sequence. Combined lessons are most common. Among the components of this lesson are the organizational moment; checking the homework; presentation of new material; fastening; assignment to the house. Organizational moment is a small but important stage on which the discipline depends on the lesson, because at this stage for 1-2 minutes the readiness of the pupils for the lesson is checked. The organizational phase can be followed by the introductory word of the teacher, which is used to communicate the topic, the main tasks of the lesson, evaluation criteria, etc. Checking your homework is the next step. Its task is to identify pupils' knowledge, which makes it possible to find out whether pupils are ready for further study of the material. At this stage, the teacher uses a variety of methods and forms of control. Checking your homework should not take more than 10-15 minutes. This stage the teacher can move depending on his main task. Usually in a combined lesson, the homework task is followed by the study of a new material – the most important stage that forms and develops a system of biological concepts. At this stage, 20 to 25 minutes are allocated. Present new material is necessary, while pupils are not yet tired and quite actively perceive it (at the beginning of the lesson or immediately after testing knowledge). The teacher plans methods, selects the teaching aids, determines the amount of time to study each question. An essential step of the lesson is the consolidation of knowledge. It allows you to get information about the pupils learning new teaching material. The teacher uses for this purpose verbal, visual, practical methods of teaching, group, collective and frontal forms of 136

work. Usually, fixing affects the most important questions of the lesson. It is important that, the steps of the lesson are logically interrelated. The structure of the lesson depends on the goals, its content, methods and methods, the means of presentation, on the level of preparation and development of pupils, from the place of the lesson in the educational process.

7.1. Calendar-thematic lesson planning in biology The strict form of the pourable plan does not exist, it can be chosen at the discretion of the teacher. For example, I.N. Ponomareva proposed the following scheme for a pore plan for biology: 1. The theme of the lesson. 2. Purpose of the lesson and its tasks (didactic, developing, and educational). 3. Type (form) of the lesson. 4. Assignments and questions for monitoring the knowledge and skills of pupils (with the indication of the allotted time – in minutes). 5. Brief description of the new material indicating the methods, training tools and time allotted. 6. Questions and tasks for fixing knowledge with indication of allotted time. 7. Homework (if necessary, then the task for extracurricular work). 8. Text for writing on the board, basic terms and concepts, dates. 9. Entertaining information on the topic of the lesson (at the discretion of the teacher). The success of the lesson depends on the preparation, which begins with the goal-setting and includes the selection of the training material, the definition of methods, the type and structure of the lesson, the preparation of visual aids and the drafting of a plansummary. For the plan to be successfully implemented, the teacher must have a good command of the teaching material. Preparation of the teacher for the lesson includes nine stages: 1) determining the place of this lesson in the system of course lessons and the educational topic, taking into account the program, 137

perspective and thematic plans, intra subject and interdisciplinary integration; 2) acquaintance with the scope and content of the textbook information, its correlation with the requirements of the curriculum on biology; 3) the choice of the type of the lesson, its structure, the definition of the purpose of the lesson, the identification of the main didactic task, the selection of material and the definition of issues of upbringing and development of pupils; 4) study of methodical literature on the topic of the lesson; 5) selection of didactic material, visual aids, tests, assignments, additional literature for reading; 6) selection of necessary biological objects, preparation of instructions for pupils to perform laboratory or practical work; 7) indication of the names of the pupils for checking the homework; 8) determining the course of the lesson and the time allotted to its stages; 9) record the plan (summary) of the lesson. If a lesson is planned to use any technical means of training, the day before you need to personally verify that it is in working order. Of course, the teacher can change the order of preparation for the lesson, but the result, in any case, should be writing a lesson plan. The theme of each lesson corresponds to a certain content of the course of biology, therefore, on the basis of a long-term training plan, the teacher carries out calendar-thematic planning. In the calendar-thematic plan, in a logical sequence, the topics of the lessons and the approximate dates for their conducting are indicated, extracurricular and domestic work is defined. I.N. Ponomareva proposed a sufficiently capacious and convenient form of the calendar-thematic plan (Table 2). Table 2 Diagram of the calendar-thematic plan for teaching biology (according to I.N. Ponomareva) Learning theme of the lesson

Lesson topic 1. 2.

Date

138

Extracurricular work

Homework

This plan is prepared before the beginning of the school year so that the teacher can prepare timely the necessary distributing and demonstration material, order-training films, prepare the necessary equipment and laboratory instruments. The order of lessons in the plan created by the teacher of biology does not always coincide with that in the curriculum and the school textbook. The thematic plan is an expression of the desire of the teacher to ensure the highest possible quality of schoolchildren's education, based on specific conditions and experience. In this case, changes in the sequence of lessons should be pedagogically justified. It is very important to formulate the topic of the lesson, as it reflects the most essential in its content.

7.2. Assessment of pupils’ knowledge at the lessons Assessment is a systematic process of gathering, interpreting, and acting upon data related to pupil learning and experience for developing a deep understanding of what pupils know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning. Systematic control of knowledge and skills is an important part of training. Control in its definition means checking something. In addition to testing knowledge, skills, control helps to analyze the teacher's professional activity, to plan and take measures to eliminate its shortcomings. The systematic control allows the teacher to bring the knowledge of pupils into the system, to identify successes and problems in the teaching. The results of monitoring are important for parents of pupils to participate fully in monitoring their child's performance and to help him overcome the difficulties in teaching. Equally important is monitoring for the pupils themselves, as it shows how much they have advanced in the study of the subject, what they should pay special attention to. Of particular importance in the control of pupils' knowledge is the process of assessing knowledge as a result of this learning (the individual ability of the learner to learn knowledge) and training (the degree of influence of the teacher on the mastery of the pupil's knowledge). Based on the 139

results of the assessment of knowledge, skills and skills, progress is defined, which is considered a generalized indicator of knowledge. As a result assessment of knowledge and skills, a mark is placed. A fair assessment is one in which pupils are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or for ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions. Assessment integrate with pupil’s day-to-day learning experiences rather than a series of an end-of-course test. Evaluation of knowledge is not only in control, but also in presenting new material. Pupils at the teacher's request compare certain properties of living objects; participate in the explanation of some facts. Clarity in the demands of the teacher for oral and written answers, skillful formulation of questions and tasks is an indispensable condition for testing knowledge. Test – Objective tool for identifying the level of knowledge is considered testing. The pedagogical test is a system of faceted assignments in writing, with a gradually increasing degree of complexity. Tests created within the school (by one teacher or group of teachers) or outside the school (by some scientific center) and passed through peer review are called standardized tests. At the expert estimation tests are checked on validity (adequacy, conformity) and reliability (degree of trust to the given form). Tasks in the test form of control contain the instruction, the tasks and the answers. There are also oral and written forms of knowledge control. Questions for verbal testing of knowledge should be formulated so that they are understandable to the pupil and encourage him to a detailed response. Oral individual (from a place or at a board) and verbal frontal checks of knowledge is applied. Oral frontal testing of knowledge in a different way is called a quick survey, in which pupils respond to a series of consecutive questions. This check develops the oral speech of the pupils, teaches you how to express your thoughts in orderly and beautiful way. Writing is often used to test knowledge of biology. They allocate short-term written work, control work, checking the written homework and biological dictations (terminological). Short-term written work usually takes 10-15 minutes. The test work is written at the end 140

of the study of a major section of the course, or at the end of a quarter or half a year. This form of control allows you to check for a short period of time knowledge of a large number of pupils. Methods of control are divided into verbal, visual and practical. The control of knowledge in biology can be conducted by methods of telling, talking, reproducing any experience or laboratory work (explaining the results), describing or determining any biological object, filling out a table, compiling verbal logic schemes and constructing graph logical structures. In this case, for example, the story of the pupil can be accompanied by a demonstration of various visual aids. The forms, types and methods of knowledge control each teacher chooses, based on the content of the subject, the specific educational tasks of the lesson, the topic of study, the section, and the course of biology. Of great importance in this choice is the teacher's adherence to certain methods and forms of control, as well as the degree of mastery by the teacher. Questions for self-assessment: 1. Describe the requirements for the lesson. 2. How many types of classroom lessons do we divide? 4. What is the effectiveness of teaching a problematic situation? 5. What do you know about the structure and types of lesson? 6. Analyze the teacher's work plan. 7. Explain the assessment of pupils’ knowledge at the lessons

141

CHAPTER

8

HOMEWORK IN THE FORM OF EDUCATION

Homework is a form of organization of pupils for independent performance of the teacher's tasks at home, related to the topic being studied. Very often experienced teachers give differentiated in terms of volume and complexity of homework assignments to pupils. In this way, they solve the problem of individualizing learning. Homework allows each pupil to work at a pace convenient for him, use the ways and techniques that he likes. The findings of the study revealed that teachers view homework favorably and see it as an important aspect in consolidating and extending upon classroom learning. Though school administrators ensured teachers promptly marked and assessed pupils’ homework, the implementation of homework practices and teachers’ adherence to guidelines provided left much to be desired. As with many other pedagogical decisions, teachers’ ideas on homework are closely related to their personal and innate theories of effective teaching and learning. Whether homework promotes learning, is clearly an important issue for teachers and educational researchers and deserves close attention. In the teaching of biology different types of domestic work are distinguished: – Work with the textbook; – Reading popular science literature, journals, reference literature on nature; – Preparation of abstracts and illustrations on the given topics; – Practical work with natural objects: observations, experiments, registration of the results of work; – Modeling of natural processes and phenomena; 142

– Production of visual aids (diagrams, models, drawings, photographs, video recordings) for the lesson on the instructions of the teacher and on their own initiative. Importance of Homework 1. It improves pupils thinking and memory 2. It helps pupils develop positive study skills and habits that will serve him or her well throughout life 3. Homework encourages pupils to use time wisely 4. It teaches pupils to work independently 5. Homework teaches pupils to take responsibility for his or her work 6. It allows pupils to review and practice what has been covered in class 7. It helps pupils to get ready for the next day’s class 8. Homework helps pupils learn to use resources, such as libraries, reference materials, and computer Web sites to find information 9. It encourages pupils to explores subjects more fully than classroom time permits 10. It allows pupils to extend learning by applying skills to new situations 11. It helps pupils integrate learning by applying many different skills to a single task, such as book reports or science projects 12. Homework helps parents learn more about what pupils is learning in school 13. It allows parents to communicate about what he or she is learning 14. It encourages parents to spark pupils’ enthusiasm The research literature on the effects of homework on achievement indicates that homework is associated with higher achievement at the middle and secondary school levels but not at the primary school level. In fact, more time spent on homework often appears to be associated with lower achievement in pupils. How could doing more academic work result in less achievement? The above-mentioned homework research studies have suggested several possibilities. It seems that there exists an inverse relationship between time spent 143

on the homework task and intrinsic motivation. That is, less able pupils need to spend more time on the same assignment task than do more able pupils. As Trautwein et. al. (2009) explain: The relationship between homework time and achievement was moderate at the school level and negative at the individual level. Homework frequency – but not homework time – was a significant predictor of achievement at the class level. Extended homework times reported by individual pupils were more likely to reflect motivational problems or problems of understanding than to be a sign of high pupil motivation or effort. The most common kind of homework is to read the home paragraph in the textbook and answer the questions to it. At the same time, it is possible to give practical assignments to the house to observe plants and animals, to bookmark experiments, to sketch and photograph, to write abstracts, to prepare reports. For example, in the 6th grade pupils can perform such practical tasks as the importance of water, heat and light for germination of seeds; determination of percent germination of seeds; development of an escape from the kidney; onion cultivation; development of mold fungi. The main shortcoming of homework is their large volume. When issuing a homework teacher should take into account several factors: the pupil's free time budget; degree of mastering by pupils of knowledge in the lesson; logical correspondence of the content of the assignment to the content of the lesson; flow from the content of the lesson; orientation of the task to solve important cognitive tasks, and not to read and reproduce the text of the textbook. Homework can be individual, group, or collective. The use of homework assignments in school education has been an important, but nevertheless, controversial tool in the repertoire of teachers’ learning and teaching strategies. Although homework assignments are dispensed frequently in many schools and classrooms, there is continued robust debate about their desirability or utility among educational researchers, teachers and parents. There seems to be growing evidence that many homework practices are ineffective and that more time should be devoted to helping pupils develop and practice learning-to-learn skills and drawing on their intrinsic motivation to learn. 144

Didactic task of assessment homework – to determine the correctness and quality of the homework assignment, to eliminate the observed deficiencies in education, to investigation the degree of assignment to the home, to identify and eliminate the typical errors in the pupils' knowledge. The best result is the speed of the teacher, the purpose, the teacher's different approach (with work many pupils). Full-scale verification of knowledge – deep, comprehensive verification of knowledge of pupils of 1-4 grades, identification of deficiencies in knowledge, mobilization of all pupils on self-study. Content – to check the quality and quantity of material in different ways, to check the pupil's thinking, to explain pupils' responses, knowledge and skills. The best way to achieve results is to use different ways and approaches, to create a personal opinion on the pupils' work, to create an unusual situation, to form an active participation of all learners through specific tasks. Questions for self- assessment: 1. How do you understand concept of homework? 2. Characterize the need and importance of homework in educational process. 3. Describe the role of a teacher and pupils in homework 4. Explain the assessment of pupils’ knowledge at the homework

145

CHAPTER

9

THE SUBJECT OF BIOLOGY IN THE SCHOOL

In the past twentieth century was the century of biology, this have been recognized not only biologists but been recognized by many experts in the world. Indeed, since the second half of the twentieth century, as a result this of biological scientific discoveries, that led to fundamentally change the field of the environment and the social environment, including the human, cultural and spiritual views on the future. Now, as speaking confidently, boldly predicts, humanity is waiting for new scientific discoveries in the field of biology, one might say. Therefore, future biologist specialist scientists before the opening of many scientific research and scientific discoveries of its range to prepare young people to contribute today. In the field of biology is still a lot of unsolved issues, waiting for the study of science, especially the study of mechanisms of interaction of genes of organisms in the process of personal development; to create a genetic map; the study of the mechanisms of metabolism in living organisms. Full disclosure of the human body as a result this development of the study of these problems and treatment of many hereditary diseases will be able to predict the future development of the child's normal level. The most «normal» cancer pain treatment is to get off the way that many people from the dead. Another key problem facing scientists today, the ability to manage the work of the immune system of the human body. This one was faced with planting the one person`s member to other human person and to save rejected each other in the tissues of the human body, the second increase resistance to a variety of negative influence of the external environment. The process of evolution of living organisms has been actively researches. Discoveries of genetics and evolutionary theory formed 146

the synthetic theory of evolution. But still have the rest of several unresolved issues in this area. Over the last 30 years, when living organisms of a new research area the gene systematics –living organisms of related marks, through their study of the genetic information of organisms, at the end of the last century can be considered the most important scientific achievements. In this regard, new approaches about the evolutionary theory began to appear. Another one of the fastest growing areas of science is microbiology and virology. In recent years, infectious disease caused by a new type of the virus was detected. The disease caused by the virus to slow the rate of infectious, and complicating the cause of death. Such disease-causing virus – AIDS cases have been called the «plague» of the twentieth century. Open the treatment of this dangerous disease as soon as possible, hope for salvation of humankind. Another new infectious disease spread to the «body» of prion detected. This is not even the nucleic acid of the body, it cannot add a living organism group. So far, the origin of the virus, prion- do not defined. Namely, it is the twenty-first century opening news. In the twentieth century, the science of Astrobiology was born. At first, it appears in the form of theoretical science, but subsequent exploration of outer space, depending on the features of the experimental studies of human adaptation to extreme conditions as a result this of research and scientific way to prove it. In this area are still waiting for news of interest. Recently, biological sciences and humanitarian science, including psychology, education, sociology and economics, together with scientists, conducts various research works. There was a field of applied science in the twentieth century biotechnology. This field of biological science in the twenty-first century cannot be questioned further impetus to the development. Person signs the appropriate release of new organisms, including transgenic animals and plants, their effective signs preliminary information about new proteins, it is planning to make other living organism's genome, etc. This is the science of biotechnology achievements. The work to create models of biological processes is actively developing. Including by creating a computer model of the biosphere can track a variety of information that can be proved. 147

The internet and publications related to the development of the electronic versions of scientific journals drastically reduced the time it takes to exchange of information between scientists of different countries. Ecological research is being carried out. As a result, the public attitude began to appear globalization. The emergence of the concept of the biosphere and the noosphere of the last century can not be considered as random. Optimal environment still takes a long time to fight about. Constant control over land, water, soil and air quality, and its continuation in the next century will require be mankind. Therefore, there is still a lot of news to open, opened in the former theories, new theories may be born around in vain. If you put the same attention to the above-mentioned problems, schools and higher education institutions studied biology in the future with the introduction of many changes in the content and structure of the educational and must match the direction of educational development in the field of biological sciences. The birth of these achievements in the field of biological sciences, natural sciences, including developing evidence of the leading position of medical, health and environmental protection, to provide people with food and drugs and the roles in the development of biological sciences. Education and training in the educational process for pupils who need to focus on the main need to look at the person as a disciple. Therefore, school pupils and high school pupils at the main goals and objectives of education in the field of biology: – Construction of living organisms in nature, and service and development of the genetic sequence of the base; – Understanding of the biological diversity of the growth and development of living organisms; – The biosphere is one of the most unique (unique) and the valuable parts of the ecosystem, biodiversity, evolutionary development; – Connections between people and between nature and society, the formation of a comprehensive environmental, aesthetic, ethical rules and training, environmental education and the education of pupils with studying the development of its culture; 148

– During the education of young people considering it as an individual development. Biology to realize the practical use of theoretical knowledge to teach. School pupils in biology, education and upbringing plays a large role in the development of their knowledge: the formation of culture, especially the youth, in the form of an individual to the community in the development of creative ability, the preservation of life on earth, and increases the conscious understanding of the responsibility to protect it. The main requirement to the school of biological sciences, taking into account the changes that are taking place in the environment and the achievements of the young generations, raise the literacy of high school biology education. In biology, social needs should be our attitude in terms of quality education for young people. Since learning of the main building – a living organism, its life, wildlife, and this is a problem at the moment one of the most difficult issues: the nature of how life should be and what should be the relationship between a living organism, preservation, protection, and how to do it. Biology science news to humankind, using the open global issues that must be taken into account. Therefore, the focus of biological science research opened in recent years, they are: – The result of the achievements in the field of genetic engineering to know how to learn to study the structure of DNA, heredity is not living in the wild to discover phenomena; – In the field of biotechnology, transgenic seeds and varieties of animals and plants; – Through the study of the human genome to identify the origin of many diseases, using methods of bio correction open, to establish the correct genetic defectilation; – Before the organs development of methods through the cloning of extinct organisms, their genetic copy of a recovery. The content of school education, including biological, provided it comply with the level of development of science in a given historical period. The selection of educational material – one of the most important problems of biology teaching methods, it can be solved with the active participation of teachers and teachers of scientists and bio149

logists. The difficulty in the selection of content is constantly increasing due to the extraordinary rapid growth of scientific (theoretical and applied) information in its different areas. Biology as a science now is very complicated, branched and multi-layered complex of different areas. Life Sciences already have the status of independent – fundamental and applied, in theory and practice that affect many aspects of material and spiritual life of society. They are botany, zoology, genetics, ecology, physiology, theory of evolution, cytology, systematic, biogeocenology, anatomy, morphology, anthropology, etiology, paleontology, embryology, microbiology, biogeography, hygiene, medicine, crop production, animal husbandry, biotechnology, bioethics, biostatics and other. The process of differentiation of biology associated with the accumulation of new knowledge, with the discoveries made at the interface of biology and other sciences, the emergence of new trends in existing scientific fields of biology, which are caused by the development of ideas of molecular biology, genetics, ecology, as well as with the use of mathematics and cybernetics methods should simultaneously with the process of integration. In this regard, biological concepts are various. With the development of biological science, they are improved, their content is reinterpreted, concretized, deepens. Evolutionary theory continues to develop further. Armed with the knowledge of molecular biology, scientists are exploring the evolution of genotypes. Based on the biochemical composition of cells is established phylogenetic relationships of organisms and species; together with cytology actively developed symbiogenesis problem (e.g. the origin of eukaryotic cells, prokaryotes role, the role of viruses in the evolution of cells); in unity with biogeocenology disclosed problems of co-evolution of species interactions of life forms at different levels of organization of living nature. Integrating and synthetic function of evolutionary theory to help understand the complex processes of movement and development of wildlife. The value of the biological theory of evolution to science and culture as a whole is enormous, as is the basis for the formation of a scientific worldview, justify the methodological principles that permeate all branches of biology and integrate them into a complex system of knowledge about nature. Therefore, new knowledge about 150

the evolution of the organic world, its laws and values must be reflected in the general biological education. Of great importance for science and culture structure and has opening properties of nucleic acids, particularly their role in the genetic information of organisms. This has led to a deepening of the concepts of heredity, variability, the discovery of real mechanisms of transmission of genetic information, comprehension of the fine structure of the gene. In practice, it managed to synthesize the manufactured genes carry out their transplant from one organism to another, which contributed to the emergence of a new discipline – genetic engineering. Its work provides an artificial synthesis of vitamins, hormones and many other substances necessary for the functioning of the human organism. Recent advances in cytology, molecular biology, and cell physiology allowed insight into the processes of photosynthesis, biosynthesis of proteins, fats, amino acids and other organic macromolecular compounds to reveal the mechanisms of energy metabolism, to determine the structure and functions of the different membranes, the ultrastructure of organelles and their function in the life of eukaryotic cells and prokaryotes.

9.1. Methodological basis of the study of «plants», «bacteria, fungi, lichens» sections In the present conditions, when placed in front of the school, new social problems, biology training must meet the requirements of socio-economic, scientific and technological progress, to provide pupils with deep and solid knowledge, skills and apply them in practice, promote the formation of a scientific outlook, ideological, political and labor education of pupils, polytechnic education. The problem of increasing ideological theoretical level of teaching, the quality of pupils' knowledge and improve their preparation for employment, demanded clarify the goals and objectives of training revision of general secondary biology education. One of the main tasks of teaching biology at 5-7 classes – ensuring the assimilation of knowledge by pupils on the structure, life cycle and individual development of plants, their diversity, classi151

fication, historical development of the plant world, its changes under the influence of human activities, the most important varieties of agricultural plants and the biological basis of the cultivation, the features of the structure and functioning of bacteria, lichen, fungi. Great attention is paid to problems of education: the formation of the dialectical materialist outlook, atheistic conviction, ensuring understanding of the scientific picture of the world, the material essence of the hysterical nature of biological processes and phenomena, occurring in the vegetable world, and the role of plant space, fungi, bacteria and lichens in nature; the implementation of the ideological political education of pupils on the basis of their acquaintance with the documents of the Party and the government, on the further development of the biological sciences, agriculture, microbiological industry, the Nature Conservation Act. In connection with the strengthening of the practical orientation of the training task of ensuring, understanding the practical value of biological phenomena such as scientific foundations of agriculture, biotechnology, and environmental protection, use polytechnic knowledge to labor education and career guidance, skills formation on growing plants, nature conservation in the process of socially useful work. Great emphasis is placed on the problem of environmental education – the formation of a responsible attitude towards nature and willingness to take action to protect it on the basis of knowledge of whom diversity and evolution of the flora of its change under the influence of human activities. The pre-course biology, including the front sections of the «Plant», «bacteria, fungi, lichens» task – the formation of academic work skills as an important condition for the normalization of the educational load of pupils, the strength of the assimilation of basic knowledge necessary conditions for the successful solution of problems develop logical thinking pupils, their education. Great importance for the improving the content of secondary education have the biological release of these ideas and the basic concepts around which is concentrated practical knowledge, clarifies the structure of the object sequence. Appeal to the leading ideas, basic concepts allows a more rigorous selection of scientific facts, unload the material under study from the secondary information, to concentrate the focus on mastering pupils of the main content. 152

Features of the structure and cell activity, body and the plant organism studied light of the idea of the structure and function of the body due to the integrity of the organism environment. with these positions is proved the integrity of the body's cells the community about the importance of agronomic and environmental activities, disclosed the effects of human activities on the environment, this knowledge convince pupils in the relationship and interdependence of biological phenomena at the conclusion of the need to maintain the relationship in nature. The idea of evolution reveals the links between the main sections of plants, human impact on the diversity of species of the main stages of development of the plant world, the features of its complications in the process of historical development of the transition from aquatic life to terrestrial as well as the variety of plants and their adaptability to the environment. This allows to show the incompatibility between scientific and religious approaches to the study of natural phenomena. In each topic of the course it is implemented the idea of connection between theory and practice that allows us to show the way of using biological knowledge in the practice of agriculture is carried out labor education pupils. The learning process should be sought from the pupils a solid knowledge of basic biological concepts, their consistent form and develop from topic to topic. The study of «plants», «bacteria, fungi, lichens» formed the concept of cytological, morphological and physiological, ecological, evolutionary system of the plant world, the development of these concepts is carried out in the study of all those based on the following ideas. For example, the formation of physiologically concept starts in one subject, which gives an overview of the structure and functions of plant organism, pupils gain knowledge of the structure of community, a variety of flowering plants, the living conditions of plant organisms and their relationship with the environment. The formation of the physiological concept in this topic is on the basis of the relationship integrity of ideas, structure functions and interactions with the environment in the following topics morph-physiological concept develops. Therefore, the study of topics cellular structure of the plant organism, pupils get an idea of the cell as a structural and 153

functional unit. They are introduced to the cell as a microscopic part of the plant body. Its vital processes: through the skin into the cell receives a dissolved form the necessary material, cytoplasm moves facilitates the movement of nutrients and air, the cell divides and its contents uniformly expanding distributed between two daughter cells forming the concept of the cell as a structural unit of functionality is also carried out on the basis of the idea of the integrity of the relationship, the structure functions and interactions with the environment. Morph-physiological concept formation continues the study of plant structure and function of organs, while fully used the idea of the integrity of the relationship of the structure and function of the relationship with the environment. So the study of the root as the main body of the plant organism, structural features are considered in connection with his functions of branching of the root system, provides good contact with the soil nutrients that strengthen the presence of root hairs, increases the overall surface of the root and increase its effectiveness. Dividing body cells promotes absorption of water and minerals from the soil of new sites, the presence of vessels is fundamentally provides rapid absorption and movement of nutrients. Morpho-physiological concept developed in the study of the theme «Shoot», which discusses the features of the structure of the leaf and the stem in relation to the functions performed. So pupils finds that the flat surface of the lamina: transparent epidermis, the presence of large leaf stomata, veins and contributes to the process of photosynthesis. In the process of studying the «flower and fruit» acquaintance pupils with the structure of the biological value of the flower, pistil and stamen pollination and fertilization process, the formation of fruits and seeds contributes to the morphological and physiological concept in conjunction convince pupils in the causation of biological phenomena. In the final subject 6th class of «plants and the environment» theme on the basis of the ideas of the relationship of structure and function of the body's integrity, its connection with the environment systematized morphological and physiological pupils' knowledge of the plant body. Pupils are convinced of the relationship between the whole organism and habitat. 154

The formation of morphological and physiological concept realize the idea of communication theory and practice, knowledge of the structure and features of the vital functions of plant organs to underpin the growing plant farming practices. Thus, the formation of the basic biological concepts, taking into account the leading people allows pupils to focus on the essentials to bring to solving problems of a practical nature. Leading idea also intended to play a major role not only in the development of basic biological concept, but also in determining the structure of the course in the selection of the content and depth of its disclosure, so in accordance with the ideological evolution and multiple levels of organization of living nature with modern in views on the system of plants, the organic world aware biology 5-7th classes allocated 2 of «plants» and «bacteria, fungi, lichens» in the study of these plants is necessary to form pupils» understanding of the characteristics of plant kingdom of organisms pre-nuclear bacteria. Knowledge of the particular organization of the plants are the basis for the study of the structure and functioning of bacteria, fungi, lichens. Pupils learn about that the organization of a special group of organisms which in their structure of life role in the drive significantly differ from the plant occupies a certain position in the organic system of the world is used in the industrial production of various organic substances. Content and structure of the course 6th classes of biology meets the challenges of the knowledge the pupils about the structure and vital areas of the plant organism, the processes of growth and development of reproduction in conjunction with the environment, the study of plant biology of the organism in the 6th classes pedagogics starts with angiosperms. These plants are most prevalent on the ground, can be observed pupils they can be to experiment, grow them from 0,5 million species of plant kingdom more than half are flowering plants that are many times higher than other department of the vegetable kingdom species of flowering plants adapted to life in a wide variety of conditions. Most of them are well developed all the organs of the plant organism flow characteristic of plant life process. In the section «plant», pupils gain an understanding of the cellular structure of plants based on direct examination of the internal plant fruits, leaves and other organs of flowering plants. Without the 155

acquisition of knowledge of the cellular structure of the plant organism is difficult to understand for pupils with a flowing plant life processes. The age and the level of training and development of pupils requires an examination of the cells at the elementary level, gain knowledge about the presence of cell membrane, nucleus, and cytoplasm. Ob the basic functions of representation of the cell activity gives only by the example of the movement of the cytoplasm and substances entering the cell, which the teacher can be illustrated with a simple circuit. For the understanding of plant growth and development requires knowledge of cell division, so in this course examines the process of cell division, which resulted from one parent formed two daughter cells and thus nucleus, cytoplasm, plastids and other parts are evenly distributed between daughter cells is shown leading role core in this process. Inappropriate to disclose all phases of the cell division happens in it changes also as this information is not available to pupils of this age. Familiarization of pupils for the structure and vital processes occurring in the cell allows logically going to the study of the structure and function of organs. The structure of organism is disclosed in connection with the functions of this body established communication with other organs and with the environment and the integrity of the plant organism substantiates the idea in relation to other organisms and inanimate nature factors. On the basis of this knowledge, specific features of the growth and development of each organ farming practices that improve the yield of crops. The sequence of study plant organs, in accordance with which the plant body are two main bodies of the root and shoot. Shoot consider as a complex organ consisting of bundles of leaves of the stem. Leaves and stems are organs of the second order, they are simpler than the Shoot. Because shoot has a complex structure and it comes a complex process photosynthesis is advisable to begin the study of bodies with roots dating pupils. Introducing pupils to the features of the structure and functioning of the root as one of the principal organs of flowering plant examination, and the structure of the relationship and function of root growth and development as well as an escape, and 156

with the environment allows to concretize the idea of plant integrity of the organism to show the remote control of plant growth on the basis of impact on own a plant or its habitat in the practice of agriculture point of a new line of point study of the structure and functioning of escape is also made in the light of the ideas of the relationship of its structure and functions of communication between the leaf and stem and root of the plant to ensure the integrity of the body as well as the relationship with the environment to escape. The process of the formation of organic substances by solar energy water flow and minerals move through the plant matter is considered at the elementary level in descriptive terms, as the pupils of this age do not have an adequate supply of knowledge about the physical and chemical phenomena for understanding the physical and chemical bases of technological processes point. After reading pupils about vegetative organs of plants logical disclosure of such a feature as the ability to reproduce a whole organism vegetative propagation show that this is an important tool plant body which promotes settling and the preservation of species increase in number of individuals, and to consider various ways of vegetative propagation nature of its use in the practice of crop point inexpedient point is inappropriate to require pupils of compulsory assimilation of a large number of examples of vegetative propagation is enough if they will arrange for two or three ways of reproduction in nature and practice of agriculture typical of the area. The knowledge obtained by pupils in the study of vegetative propagation of plants can be linked to practical activities for training and experimental site in the greenhouse as well as the cultivation of indoor plants. It should be borne in mind that the knowledge of the vegetative propagation of plants can contribute to the formation of a wrong conclusion about the isolation of the bodies lack of communication between them and their autonomy. Therefore it is necessary to stress that the basis of vegetative propagation of plants is the ability to recover from certain parts of the body are. Knowledge of the shoots developed in the study of the theme flower and fruit of the flower which is considered as a modified shoot expand and deeply knowledge of new methods of reproduction of flowering plants using seeds. It is important in this topic guide efforts on the formation of the concept of development of the plant organism. 157

With the attention pupils need to focus on the role in the formation of flower seeds and fruit in the settlement and distribution of plants in the biological significance of the inflorescence for pollination and fertilization on the role of animals in the pollination and distribution of fruits and seeds. Review of materials on the formation of the fruit due to the inflow of nutrients from the leaves to reveal the relationship hovered allow plant organs prove its integrity to bring pupils to the conclusion that the need for the plant under certain conditions to obtain high yields. Consideration of the topic studying point seed material after the theme flower and fruit allows you to continue the formation of the concept of individual development of plants. New plant develop from a fertilized egg placed in the home charging point is a sequence of what corresponds to the modern doctrine of ontogenesis flowering plants enhances, the study of the material logic of flowering plants in the beginning of the pupils acquainted with the vegetative organs with modified escape flower from which the fruit with seeds and then germination condition seed formation and the adult plant. Introducing pupils to the structure and features of life conditions for seed germination is conducted in the light of the ideas of the relationship of organisms and habitat point. Biology Course at 6th class logically terminates threads plants and the environment in which generalized knowledge about the structure and life of the plant as a whole organism and its relationship with the environment in the process of life the pupils Pupils are introduced to affect the integrity of the organism to environmental factors animate and inanimate nature including human activity to plant adaptation to the effects of these factors to living together in society. This theme serves in the course 6th class of generalized functions in biology are more ideological relations point she summarizes pupils' knowledge of specific examples of the integrity of the relationship of cause and effect relationships. On the basis of knowledge of the interactions of plants and environmental factors formulated a conclusion about plants and nature in general, the protection of the necessity of careful attitude to it. Knowledge of the structure and functioning of the plant organism are the basis for the formation of the concept of Diversity of flora, pupils learn to study of the classification of flowering plants 158

in the seventh grade, with the most important groups in varieties of agricultural plants by their origin the scientific principles of growing importance in the development of agriculture. The study of the classification of flowering plants that are preceded by conducting a general idea of the taxonomy of the main systematic categories of the kind born family of class division kingdom. This introduction to the taxonomy allows further study at the plant and animal diversity equip pupil’s knowledge about the basic taxonomic categories of modern organic world classification point of the new line of point. Familiarize pupils with the classification of flowering plants in the theme department angiosperms is based on knowledge of the ontogeny of life structure ecology plant body obtained by pupils in the sixth grade. This knowledge will provide the basis for the formation at the elementary level, the concept and types are like supra organismal system point assimilation point of mastering the pupils knowledge about the diversity of flowering plants, their biological significance general characteristics of families of the biological bases of cultivation of major crops disclosure of the role of plant nature of the relationship types of factors of inanimate and animate nature is important didactic conditions for the study of the major departments of the plant in order of complexity to form concepts of phylogenetic relationships between large and taxonomy of the pupils at the conclusion of the historical development of the world. Study habitat structural features of power plants reproduction allows each taxonomic group to cover their position and role in nature to develop environmental knowledge to reflect the way the use of biological knowledge in economic practice implements Polytechnic principal. The study of plant diversity and classification logically completes the theme of development of the plant world in which generalized knowledge about evolution. In the light of the evolution of ideas systematized knowledge of the complication of the major groups of plants related communications between the departments of the unity of flora insolvency religious beliefs on the origin of plants. The aim of strengthening the educational function of the theme of flora formation direct dialectical materialist world outlook of pupils in it with the key issue of the proof of the historical 159

development of plants on the complexity of the organization of the plant. The inclusion of this material enhances the conclusiveness of training increases the scientific level of the content of education at the secondary level point Material of bacteria and fungi and lichens selected special section Because these groups of organisms, in accordance with the data of modern science does not apply to plants and therefore cannot be built in one complicating number of number of plants dot the bacteria is a special group of organisms other than plants animals and fungi. It is not characterized by extremely small dimensions and do not have issued the nucleus therefore they are referred to the prenuclear organisms prokaryotes cell point. Cell bacterial organisms contains many organelles shell and the chemical composition is significantly different from the plant cell point of a new line. Mushrooms and also occupy a special position in the organic system of the world and in particular isolated kingdom. They do not have chlorophyll and therefore ready to use organic materials for food. Fungal cells shell similar in chemical composition to the animal cell membrane. On these grounds mushrooms approaching animals. By way of food ingested by sucking them food, they resemble plants. Lichens are a symbiotic organism consisting of fungus and algae so they seem to occupy an intermediate position between fungi and plants. Relationship pupils with structural features and vital functions of bacteria fungi and lichens allows to understand the role and place of these organisms in the world system and the organic and naturally reveal the value of bacteria and fungi in the decomposition of organic compounds to simple mineral used by plants. In the study section, bacteria fungi lichens have the opportunity in the seventh grade at the elementary level to acquaint pupils with the most promising biotechnology industry production, which belongs to the future. Scientific and technical process of assimilation of socio-economic development requires reflection of the latest achievements of biological science in the school course is for the use of this knowledge in the national economy therefore at section studying bacteria, fungi, lichens reveal practical significance mushroom, plants and bacteria issues of biotechnology accessible level is considered the value of industrial the synthesis of organic substances, 160

based on the cultivation of unicellular fungi and bacteria substantiates the role of microorganisms to create livestock feed base. Getting vitamins and enzymes, antibiotics Point New line. Integral parts of the contents are easy tasks the implementation of which should contribute to the specification of specificity and more lasting assimilation of knowledge. Summer jobs provided by the program in the sixth grade directs pupils to conduct surveillance of the life of plants in nature on training and experimental site in the fields of the collective farms and state farms, the cultivation and care of plants posing experiments crops and thus contributes to the successful development of physiological and polytechnic knowledge. Observation of pupils for the same plants for which they are observed in autumn and winter contributes to the formation of knowledge of seasonal changes in plants and adaptation to changes in environmental factors. Based on the experiences provided by the program subjects the teacher asks pupils to the task, taking into account local conditions what nature provides knowledge of their region forming a responsible attitude to her point.

9.2. Methodological basis of the study of animals The purpose of the biological education – to involve pupils in active learning, help the development of their training – educational skills, teach them how to learn, to better learn abilities and skills of rational educational work, training yourself on issues and assignments, observations and experiments with natural objects, pupils independently acquire knowledge, complementing and deepening them in the recommended biological literature. In the help of activation a systematic and consistent of the educational process we have developed a variety of forms and methods of studying animals in 7-8 classes of high school, aimed at the intensification of teaching and educational activities on the development of interest in biology and environmental education in schools. Complex of tasks, exercises and questions for pupils includes works that relate to the course of biology concepts and the ability to apply their knowledge corresponds to the content of the animals in the academic literature material. 161

Assignments and exercises in biology for 7-8 grades focus on the development of cognitive activity of pupils, leading them to believe about the system of scientific knowledge, conscious understanding of the need for environmental protection, the use of general biological research, in particular, zoological, and knowledge of industrial and agricultural production, to public health. The leading place is given to the system in the program on the biology knowledge from the buyout depends primarily on the mental development of pupils and the formation of the materialist worldview. However, the particular options activities of pupils as a source, and then the result of education. These are, for example: the formulation of responses to questions, drafting tables, presentations, reports, specifications, definition of zoological objects, the study of external and internal structure of animals, tracing diagrams, charts, problem solving with use of interdisciplinary connections, work with textbook and additional literature, job application character, etc. Completing exercises, questions and answers to help pupils to learn sequentially planned programs and general biological system of special zoological concepts, laws, theories and ideas; cultivate curiosity perseverance, resourcefulness and ingenuity, love of work and the native nature, interest in the profession related to work with animals. Presented exercises combined into groups: a) setting with natural objects (dispensing or demonstrative material); b) goals that would work with the textbook, «Books for zoology reading» and other additional literature; c) setting with the use of technical training aids (microscopes, magnifiers, audiovisual equipment); g) assignment with pictorial and visual means (tables, maps, models, mockups); d) tasks related to reproduction and reconstruction of the material presented verbal ways (story, explanation, conversation). In the study of animals in the course of biology, there is an importance in natural objects frontal and individual observations, laboratory work, homework and applied experience. Many of these tasks and questions with natural (living and fixed) objects are reflected in this book. Pupils should study concrete objects, starting with the first biology lesson. To this end, the book contains the task to study micros162

copic objects (rhizopods, flagellates, ciliates), as well as other animals (worms, mollusks, arthropods, fish, amphibians, reptiles, birds, animals). There are jobs for concrete observations and experiences available to pupils, not duplicate book materials or «Books for zoology reading». Specific knowledge gained from experiments, observations, definitions, are the starting point for the formation of the corresponding representations of concrete objects and phenomena as a result of generalization identified the essential features of these objects are brought to the pupils theoretical knowledge and abstract definitions of what is needed to next science studying. Work number directs the pupils to work with the textbook, these tasks are complicated by a general acquaintance with separate components tutorial (text, illustrations, device orientation) to the selfformation of the ability to find in the section leading idea, to make the story a plan, ready to answer questions and tell content section, paragraph, etc. In the study of textbook there is a formation for ability to use the device of orientation: 1) know and apply instructive preface, 2) understand the color selection of fonts, 3) use the table of contents for the orientation in the book, 4) understand and use signals – symbols, 5) be able to use headers and footers, 6) be able to handle pointer. When using the illustration as a major source of knowledge (information) to form the ability of this order: 1) to find the desired objects in the illustrations and parts thereof; 2) understand symbols; 3) the object is to compare shown in the illustrations; 4) based on the illustrations to recognize objects in the morning; 5) using a textbook illustration depicting schematically the necessary details (without copying them), paint on your drawing (circuit) bodies of internal and external structure of the animals; 6) find illustrations of the textbook answers to questions exercises of teacher; 7) using a picture, a table, etc. In the study of the text formed the ability to: 1) read the text of plan; 2) to find the answer in the text of the question or the material for the preparation of the report; 3) using the text of the textbook, complete quests applied (practical) nature; 4) using the text, to make tables, charts, diagrams; 5) to quickly find the desired text in the definitions; 6) to draw up specifications, conclusions; 7) understand the hierarchy of the systematic of the animal world. 163

Tasks that contribute to the intellectual development of pupils, designed for strong, conscious assimilation of knowledge and general intellectual development, including the formation of a system of knowledge, the mastery of techniques of mental activity, mind, quality development (flexibility, critical, independent thinking), etc. Assignments are designed also for the development of methods of mental activity of pupils, for example, using the scheme of the animal world development, to compare the place-type chord with the location of the previously studied types, and to conclude, on the schematic diagram is located some system of some representatives of invertebrate animals, it is necessary to explain in some animals this system is more perfect in what it is expressed. Organization of active work of pupils in the study of animals. Preparing pupils to work on the study of animals begins in our pedagogical experience with the selection of the didactic, naturalistic and bibliographic material, which is then systematized on the themes of the program and methodical approach to the execution of works. Completing tasks, taking into account inter-subject relationship, pupils can use their knowledge in other subjects for deeper penetration into the essence of biological phenomena, to know value of biological knowledge to related scientific and practical areas for a holistic view of the world. The manual key assignment, under which pupils can use the additional educational literature – «Books for zoology reading», «Reader of zoology» and others. In addition, the teacher is obliged to promote and organize a wider extracurricular reading available scientific and popular literature on the life and structure of animals. In order to facilitate the work of teachers in each section contains the literature of Soviet and foreign authors. Teacher’s task is helping pupils to get books in the library regularly ask how these tasks are performed. Due to the limited capacity of pupils to acquire necessary books, general bibliography consider it inappropriate for them. Questions for self-assessment: 1. Characterize the textbook structure and content principles. 2. Describe the linear, concentrated, spiral types. 3. Analyze the specify peculiarities of biological content in school. 4. What are the features of interdisciplinary connections?

164

TESTS FOR SELF-CONTROL

Level 1 – Only ONE answer is correct 1. Who was writing this work «Al-Alfaz» about learning and education: A. Abu Nasir Al-Farabi B. Aristotle C. Confucius D. William James E. Avicenna 2. The discipline «methods of teaching biology» exam questions about A. Methods of studying wildlife B. System of learning and education, conditioned the specifics of a school subject and age characteristics of pupils C. History of developmental biology D. Only forms of lessons E. Only the methods of teaching biology 3. What are modern problems of biology teaching methods? A. Building networks among the Kazakhstan teachers B. There are many feedback between teacher and pupils C. Teachers don’t need to study other subjects D. Preparing pupils for external examinations E. No practical work at school 4. What is the purpose of school biological education? A. To teach pupils to work with the textbook B. To give knowledge of living organisms’ historical and individual development C. To teach pupils to logical thinking D. To give knowledge about Earth E. To teach pupils to love animals 5. Eliminate unnecessary». Methods of teaching biology as a science ..». A. It has its place and communication with other sciences B. It has the basics techniques

165

C. It has opened laws D. It has its object of study E. It has direct application in information technology 6. Didactic teaching principles used in teaching biology is the principle: A. Visually, strength training B. Specificity, content C. Informative, activity D. Distressed, specificities E. Sensible 7. In which situation is used a lecture method? A. Make a tour in zoo B. Give test to pupils C. Make a laboratory work D. An introduction to a new topic E. Share experiences, ideas and attitudes 8. The advantage of lecture method A. It does not provide for remedial help to slow learners B. It is simplifies C. It does not help to training in scientific method among the pupils D. Solution of cognitive tasks; E. It does not help to inculcate scientific attitudes 9. Most commonly used method of teaching science in the history: A. Lecture method B. Case study C. Discussion D. Demonstrative E. Field trip 10. What is methodical technique : A. Method of learning; B. Techniques that teachers use only in extreme cases; C. Unconventional teaching method; D. Individual actions of the teacher and the pupils in the learning process; E. Teacher’s explanation; 11. Find one characteristic of good lecturer A. Avoids annoying mannerisms B. Ignored pupils C. Uses a lot of technical language D. Improperly uses body language E. Simply gives information without examples

166

12. Which of these teaching methods is wrong? A. Differentiation B. Case study C. Discussion D. Demonstrative E. Field trip 13. Training of the teacher for a lesson doesn't include: A. Preparation of natural objects B. Preparation of a training material C. The report on a teachers' meeting D. Preparation of devices and tools E. Preparation of a herbarium for lessons 14. Practical lesson is A. Lesson, where pupils seize theoretical knowledge, abilities to speak competently B. Lesson where pupils seize practical knowledge, skills C. Lesson where pupils play logical games D. Lesson where the teacher explains new material E. Independently study a training material 15. Difference of an excursion from a laboratory research is in A. Excursion gives the chance to more read literatures on live organisms B. Excursion gives the chance to know each other in a class better C. Excursion gives the chance to directly acquaint pupils with live organisms in the environment of their dwelling D. The excursion doesn't differ from a laboratory research E. Efficiency is less 16. Of the following, select that refers to the control method A. Motivation B. Test survey C. Actualization of knowledge D. Lab work E. Assimilation of knowledge 17. A long term of action designated to achieve a particular goal? A. Approach B. Lecture C. Teaching method D. Teaching strategy E. Resourse people 18. What are the mainly used formats in the case study through years of practice? A. Creating format

167

B. Dilemma C. Analytical format D. Innovative cases E. Discussion format 19. Labor education of pupils in biology class provides A. The formation of professional skills B. Development of a modern school C. Formation of moral beliefs D. Unity of theoretical and labor training school; E. Selection professions 20. In each lesson are formed A. Complex concepts B. Morphological concepts C. Anatomical concepts D. Secondary concepts E. Tertiary concepts 21. Herbarium – is A. Objects, fixed in formalin B. Dried on a standard sheet of paper in a certain thematic consistency plants with all organs C. Image natural objects D. Applicative plant model E. Three dimensional visual aids 22. Training table – it's A. Short planar image of the common signs; B. Photographic image of the object C. Manual, exactly copying natural objects D. Visual aid drawings depicting animals, plants and other objects E. Volume sided manual 23. Scarecrows – is A. The natural objects which are completely transferring external signs of an animal B. Natural live visual manual C. The objects fixed in formalin D. Colourful relief images of animals E. Dried on a standard sheet of paper in a certain thematic consistency plants with all organs 24. The collection is A. The natural objects which are completely transferring external signs of an animal

168

B. Mounting of the natural objects integrated by the general subject C. The dried plants with all organs or parts; D. The objects recorded in formalin E. Three-dimensional visual manual 25. The diagram is: A. Colorful relief images of animals B. Group of the identical objects or objects having general signs; C. Graphic visual manual D. The natural objects which are completely transferring external signs of an animal E. The objects fixed in formalin. 26. Logical methods include A. Work with an instructive card B. Preparation of a workplace C. Answer to the pupil's question D. Organization of work with the textbook E. Identification of signs 27. To technical teaching tools are related A. Test tubes, flasks; B. Slide projector, chemical ware; C. Supportive applications of teaching D. Film projector, tables E. Microscope and magnifying glass 28. The author of ‘Pedagogy’ which wrote at the beginning of XX century A. Ybyrai Altynsarin B. Akhmet Baytursynuly C. Magzhan Zhumabaev D. Tangzharyk Zholdyuly E. Zhussipbek Aimauytov 29. On a way of thinking the conversation may be: A. Introduction B. Generalizing C. Inductive, deductive D. Frontal E. Generalizing, introduction 30. What don't relate type of verbal methods A. Conversation B. Observation C. Lecture

169

D. Explanation E. A lecture is a discussion 31. The main form of teaching at school is A. A story telling B. A lesson C. A excursion D. An observation E. A preparation for test 32. The forms of individual voluntary work of pupils, under the guidance of a teacher, in extracurricular lesson: A. Extra-curricular activities; B. Only trips; C. Preparation to research projects; D. Only clubs; E. Extracurricular compulsory. 33. The form of organization of the pupils independent exercise work at home: A. Elective; B. Preparation of reports for the lesson on the topic being studied; C. Tour; D. Examination; E. Extracurricular work 34. The forms of organization of teaching biology includes: A. A problematic presentation; B. A tour C. An independent work with the textbook; D. A british system « v-oral» ; E. A business game 35. When checking the pupil’s knowledge is carried out: A. Rarely B. Systematically on each lesson; C. Only on control and independent work D. Related to the teacher's discretion; E. Only after studying target section; 36. The theoretical material of the course «Methods of teaching biology» fully gained and used during the A. Boundary control B. Pedagogical Practice C. State exam on discipline D. Midterm exam E. Oral answer

170

37. Teacher’s lesson include: A. Pupils poll B. Report on teachers' meeting C. Work on school grounds D. Development assignments for homework E. Conversations with parents of pupils 38. The duration of the teacher's explanations in grades 8-11 must be A. 50 minutes B. 10 minutes C. 10-15 minutes D. 20-25 minutes E. 5 minutes 39. The duration of the teacher's explanations in grades 5-6 is generally A. 45 minutes B. 2-5 minutes C. 10-15 minutes D. 5-7 minutes E. 35 minutes 40. Which of the following method is not relevant to the types of verbal methods: A. Conversation; B. Lecture; C. Story; D. Work on attributive card; E. Biological quiz 41. The main form of teaching in the school: A. Lesson explanation of new material; B. Preparation for UNT; C. Preparation to pass TDMA; D. Observation; E. Lecture; 42. Forms of organization of voluntary work of pupils under the guidance of a teacher of the lesson is called: A. Mandatory excursions; B. Animal care in a corner of nature; C. Extracurricular activities; D. Mandatory extracurricular work; E. Extracurricular work 43. Benefits of mind map method A. Encourage evaluation and synthesis of the subject matter

171

B. An introduction to a new topic C. Recollect information for quite short time. D. Very slow to review E. Cordial relationship 44. Give the example of the integrated lesson: A. Skeleton structure of bird; B. Exchange of energy and metabolism in the cell ; C. Mendel's first law; D. Structure of escape; E. Structure of the flower 45. Give the example of the general biological term’s explanation: A. Cell- building units of life B. Genotype, phenotype C. Vegetative organs D. Aramorphosis E. Locomotive organs 46. Which one is the biological term: A. Energy B. Genotype and phenotype C. Habitat D. Adaptation E. Mountain 47. Give the example of the using theoretical skills in practice: A. Anatomical structuring of plants and animals B. Preparation of humid specimens C. Making a plan of the experiment D. Drawing, writing and montage of the results E. Preparing the passport of an animal or a plant 48. Methodical methods of teaching biology do not include: A. Preparing a presentation for the lesson B. Posing the problem before presenting C. Listening to the message of a pupil concerning the topic D. Demonstration of a microspecimen of a root hair E. Filling in a table 49. Which one is not one of the forms of teaching biology: A. Problem statement B. Naturalists class/club C. Lecture D. Business game E. Pedagogical council

172

50. Principle of connection of nurturing and life by work implies: A. Obligatory participation of all children and teenagers in feasible, productive work B. Interconnection of methods, tools and forms of nurturing C. Fighting the bad habits, laziness, slovenliness D. Listing of pupils who do not attend classes E. Coherence in cooperation of teachers and parents 51. Choose the two advantages of discussion method A. Training in self expression B. All topics cannot be taught by method C. Participation of only few pupils D. Pupils may not follow the rules E. Only teacher is talking F. Participation by everybody 52. The way of an oral examination is A. Graphic dictation B. Test check C. Frontal poll D. Laboratory work E. Biological dictation F. Problem conversation 53. Practical lesson during studying biology is … A. A lesson where pupils seize practical knowledge, skills B. A lesson where pupils seize theoretical knowledge, abilities to speak competently C. A lesson where pupils seize working methods on the computer D. A lesson where pupils play logical games E. A demonstration of experience results F. A lesson where the teacher explains new material 54. The method of the group solution of problems are: A. Independent work B. Homework C. Conversation D. Frontal poll E. The pupil's answer according to the plan at a board F. Brainstorming 55. Which are doesn't related to methodical methods of biology training: A. Statement of a problem before the story B. Drawing up schemes C. The answer of the pupil according to the plan at a board D. Conversation

173

E. Demonstration of micropreparation of a root hair F. Demonstration of training dynamics 56. When does appear the possibility of creation deductive conversation? A. When pupils know initial material B. When they prove scientific theories C. When studying variety of wildlife D. When there is no an opportunity in detail to study an object E. By consideration of private signs of fitness F. When the studied material is generalized 57. The educational discussion belongs to: A. Visual teaching methods B. Organizational acceptances C. Logical acceptances D. Traditional methods E. Active methods F. Practical methods 58. Integration of biological education means A. Philosophical understanding of the world B. Mastery of universal natural-scientific methods of cognition C. Greening contents of all school subjects D. Humanization of education E. Differentiation training F. Computer training 59. What is the advantage of the « research method» for pupils: A. Acquire knowledge in finished form from the teacher explanations B. Apply learned knowledge based on a sample or rules C. Independently carried out projects D. Gain knowledge in finished form from textbooks E. Exercise thought-participation in scientific search F. Perform their own experiments 60. The advantages of the practical search method for pupils: A. Carry out an active search for solutions on the basis of cognitive tasks heuristic programs B. Acquire knowledge in finished form from the teacher explanations C. Apply learned knowledge based on a sample or rules D. Exercise thought-participation in scientific search E. Uses knowledge in the finished form of textbooks F. Independently perform all actions exploratory nature. 61. When using the method of presentation of problematic pupils: A. Acquire knowledge in finished form (of the teacher's explanations of textbooks)

174

B. Apply learned knowledge based on a sample or rules C. Perform a separate search for solution to the problems D. Carry out an active search for solutions cognitive tasks under the guidance of a teacher E. Perform reproductive surgery F. Follow all the action character search only on the orders of the teacher 62. Technical means of training is: A. Book B. Printed C. Interactive whiteboard (IWB) D. Desk E. Illustrative F. Optical 63. Verbal methods are divided into: A. Lecture, discussion, story, illustrations B. Observation, conversation, story, explanation C. Lecture, conversation, story, explanation D. Conversation, story illustration, explanation E. Lection, analysis, discussion, illustration F. Lectures, laboratory work, coaching 64. Teaching methods are divided into: A. Methodological B. Deductive C. Analyzing D. General, private, institutional E. Technical F. Organizational, logical, analyzing 65. Instructional techniques in the classroom is A. Method of operating a pupil with a book B. Element of method, expressing the individual actions of the teacher in the learning process C. Methods of property, reflecting its feature D. Teacher looks E. Outer expression of the teacher's work F. Heuristic conversation 66. Source method of obtaining knowledge is: A. Explanation teacher B. Inductive, deductive C. Organization of independent work of pupils D. Practical E. Reproductive, research F. Inductive and visual

175

67. What is pupil oriented biological education A. Focus of biological education on the future profession of pupil B. Biology teaching on an alternative basis C. Differentiation of training D. Formation of skills and learning skills E. Computerization of education F. Individualization of learning 68. «The cell as a unit of life» – refers to the concepts of: A. Special B. Easy C. Has evolved over the course of studying biology D. Local E. Wrong F. Universal 69. Extra-curricular activities are required for: A. Expanding interests of pupils B. The development of individual aptitudes of pupils C. Collect material D. Preparation of the report E. Playback of missing allowances F. Distraction from difficult topics 70. When after-hour work is carried out: A. In a corner of nature B. House C. In a free cabinet D. In the Palace of schoolboys E. In Museum F. In nature 71. Preparation of the teacher for the lesson includes: A. Determination of the lesson structure B. Preparation of lesson plan C. Preparation of visual aids D. Drawing calendar-thematic plan E. Determine type of lesson F. Determine of homework 72. Characterize the role playing and scenario analysis based teaching A. Theory supplemented by practical work B. More theory, less practice C. Writing the scenario for kindergarten matinees D. One of the oldest methods of teaching E. New method of teaching F. Playing a role

176

73. What are modern problems of biology teaching methods? A. Building networks among the Kazakhstan teachers B. Many practical work at schools C. Decrease the studies in psychology for biology teachers D. There are many feedback between teacher and pupils E. Teachers don’t need to study other subjects F. Preparing pupils for external examinations 74. Which of these teaching methods is wrong? A. Differentiation B. Discussion C. Lecture method D. Demonstration E. Field trip F. Brainstorming 75. A long term of action designated to achieve a particular goal? A. Approach B. Teaching strategy C. Teaching method D. Lecture E. Discussion F. Brainstorming 76. Published report about a person, group, or situation that has been studied over time is … A. Field –trip (tour) B. Brainstorming C. Case study D. Demonstration E. Discussion F. Debate 77. On what principles is based the demonstration method? A. Skills cannot be developed by limitation B. It doesn’t help in achieving the psychomotor objectives C. Don’t make an attention of the learners D. It doesn’t develop the interest of pupils E. Targeted and systematic process of forming a love for music and art F. Targeted and systematic process of formation of aesthetic needs 78. Every teacher of biology makes: A. Annual school work plan B. Calendar-thematic plan C. Curriculum D. Plan of educational work of the school

177

E. Plan of methodical work F. Plan of school-wide events 79. Education program … : A. Determines the order of study disciplines, the amount of disciplines studying hours, beginning and end of each quarter B. Determines the beginning and end of each quarter C. Identifies those items (subjects) that will be studied in a specific class D. Determines the number of hours devoted to the study themes E. Determines the number of taught subjects and the number of pupils in each class F. Controls the training schedule 80. Method of oral test of knowledge is: A. Work on cards B. Programmed inspection C. Control work D. Biological dictation E. Discussion F. Test 81. The pupil’s knowledge fixing is necessary to make in the classroom for: A. Subsequent adjustment of the used methods B. Presentation of new topics C. Filling the remaining lesson time D. Considering and testing E. Extracurricular work F. Perform additional tasks 82. In studying the topic «fertilization in flowering plants» you talk about ... A. B.A. Astaurov B. N.I. Vavilov C. Seeds importance D. Endosperm formation E. K.A. Temiryazev F. I.M. Michurin 83. The method used to fix pupils' new knowledge: A. Teacher Story B. Course work C. Game D. Demonstration manuals E. Work with graphs F. Test Work

178

84. For the artificial visual aids relate: A. Herbaria, stuffed animals, collection B. Models, stuffed animals, dried preparations C. Stuffed and dry products D. Dummies, plaster casts, wet preparations E. Tables, dummies, model F. Applications, dioramas, herbarium 85. Consideration of the single-celled animals is carried out in: A. 5th class B. 4th class C. 8th grade D. 6th,7th and 11th class E. 10th class F. 5th and 8th grades 86. In case of assessment of knowledge of pupils consider: A. Quality of knowledge B. Deepening in a detail C. Reduction of a set of examples D. Thinking abstractness E. Concreteness of the report F. Analysis of answers

87. Group out-of-class work on biology is … A. Homework B. Facultative class in individual tasks C. Lesson excursion D. Circle of young naturalists E. Individual task of the teacher F. Preparation for test 88. Intersubject communications in training of biology perform functions: A. Educational, constructive, developing B. Educational, bringing up, correcting C. Controlling, developing, bringing up D. Philosophical, theoretical E. Motivational and controlling F. Motivational, developing, controlling 89. Studying of a training material in the 6th class begins with … A. Living organisms B. Structure of plant cell C. Tissues of plants D. Vegetative bodies of plants

179

E. Leaf structure F. Reproduction of plants 90. Development of creative abilities of pupils refers to the A. Training B. Educational task C. Educational task D. Educational process E. Formation and development of personality F. Formation skills 91. Valeological education provides ... A. Explanation that man is a part of nature B. Explain the laws of human physiology C. Carrying out preventive measures for diseases D. Labor education E. Develop logical thinking, imagination, perception of educational material F. Development of physical culture, tourism and sport 92. In addition to the textbook of biology pupils in the classroom used ... A. Botany, zoology B. Picture stories C. Handouts D. Curriculum E. Methodical complex F. Lesson plans 93. For natural (objective) teaching tools include A. Equipment for the laboratory works B. Inanimate animals (stuffed) C. Animate and inanimate objects of nature and natural objects of inanimate nature D. Diagrams E. Illustrations and photos F. Table 94. What type of format does appear the case study? A. Poem B. Mind map C. Role – play D. Lecture E. Professional conferences F. Articles 95. Group problem decision method is A. Game

180

B. Conversation C. Front survey D. Discussion E. Work at the blackboard F. Dialogue 96. Stories on a character of training material statement can be… A. Deductive B. Verbal C. Inductive D. Comic E. Illustrative F. Informative 97. Stories on a character of training material statement can be… A. Deductive B. Slide C. Inductive D. Oral E. Generalized F. Informative 98. Don't related to visual teaching methods … A. Heuristic conversation B. Demonstration of experience; C. Demonstration of movies D. Slideshow E. Demonstration of tables F. Viewing of slides 99. Don't related to practical methods: A. Work with a herbarium B. Observation; C. Analysis of the text of the paragraph D. Works on definition and description of objects; E. Works on the description of a picture; F. Practical works in a wildlife corner. 100. At lessons of biology are applied … A. Methods depending on the maintenance of a subject B. Only one method C. Methods are applied spontaneously D. Various methods. E. Methods offered by pupils F. Only obligatory methods according to the plan of school

181

Level 2 – Choose TWO correct answers 101. What methods of teaching science for biology by didactics line has common problems: A. Biology B. Medicine C. Pedagogy D. Theory of education E. Philosophy 102. Name of Science «didactics» in the Greek language mean: A. Single B. Common C. Studies D. System E. Training 103. Choose the method that used to fix the new pupils' knowledge A. Filling the table B. Tests C. Demonstration of teaching aids and to work with them on the issues on the passed material D. Teacher’s story E. Examination 104. Methods of teaching biology as pedagogical science, is a discipline about: A. A system of training process and education at high school B. Structure and functions of live organisms C. Applied science D. Pedagogical skill of the teacher, in particular biologist E. Wildlife study methods 105. What sciences are connect with methods of teaching biology directly? A. Pedagogics B. Didactics C. Gnoseology D. Valueology E. Theology 106. What sciences are not connect with methods of teaching biology? A. Pedagogics B. Spelling C. Didactics D. Political science E. Biology

182

107. Who was described in the course of biology questions related to the problems of the complex relationship of the body and the environment, and the variability of species: A. Rul'e B. Beketov C. Gerd D. Zuev E. Kaygorodov 108. What handout materials used in Botany teaching? A. Scarecrow of bird; B. Herbarium; C. Insect collection; D. Plant samples; E. Planarian sample; 109. What kinds of verbality are there? A. Scene B. Distracting C. Informational D. Locking E. Humorous 110. Verbal methods include: A. Observation B. Lecture C. Story D. An illustration of the activity E. Experiment 111. Practical methods include: A. Taking measurements B. Experiment C. Conversation D. Story E. An explanation 112. The main methods that are used in Biology: A. Practical B. Deductive, research C. Inductive, research D. Reproductive E. Theoretical 113. By knowledge source methods are divided intо A. Practical

183

B. Verbal C. Evident, problem, game D. Generalizing E. Individual and group 114. To methodical methods of training of biology doesn't include A. Homework B. Statement of a problem before the story C. Statement of experience in a wildlifenature corner D. Filling of the comparative table E. Demonstration of micromedicine of a root hair on a different background 115. Formation of pupils' scientific outlook refers to A. The development of skills B. Training C. Forming abilities D. Educational task E. Developing problem 116. The tasks of environmental education that teach pupils to do A. Forming a careful and responsible attitude to the environment B. The formation of ecological knowledge, skills, environmental thinking C. The formation of a careful and responsible attitude to your body D. Formation of moral E. Formation of a strong knowledge of the nature of the objects 117. Pupils learn to recognize living, objects, to study their structure during the lesson A. Introductory B. Learning new material C. Homework D. Using unconventional teaching methods E. Excursion, practical exercise 118. The conversation is A. A teaching method, in the form of dialogue of the teacher and pupils B. A teaching method, in the form of a monologue of the teacher or pupils C. A teaching method, in the form of a figurative statement the teacher of a teaching material D. Type of a verbal method of teaching E. Method of independent teaching of pupils 119. What are the aims of esthetic education development? A. Emotions, art taste B. Thinking activity; C. Logical thinking

184

D. Love to art E. Personal hygiene 120. Exclude the wrong didactic principles: A. Principle of visibility; B. Principle of passive learning; C. Scientific principle; D. Principle of observation; E. Principle of availability; 121. The individual extracurricular activities include: A. Participating in the Olympiads; B. Social work; C. Preparation of research projects; D. Naturalistic campaign; E. Sectarian work. 122. Outstanding Kazakh scientists and teachers are: A. A. Kunanbaev B. A. Baitursynov C. Y. Altynsarin D. Zh. Kuderin E. Zh.A. Karaev 123. Teaching methods divided into: A. Educational, independent, practical B. Guidance, verbal, auxiliary; C. Verbal, visual, practical; D. Explanatory and illustrative; E. Active, passive, neutral; 124. According to the knowledge source methods distinguished to: A. Verbal B. Shaped C. Visual D. Deductive E. Inductive 125. Types of teaching biology are : A. Biological science B. Pedagogical science C. Psychological Science D. Philosophical science E. Jurisprudence 126. Methods of teaching biology does not relate to A. Payment of teachers

185

B. Select Lesson methods C. Role, place and methods of classroom hours in a school D. Concerning the didactics of biology classes in high school E. Monitoring pupils' knowledge of the principles 127. Preparation of the teacher for the lesson includes: A. Planning and development of calendar-thematic plan for the discipline B. Planning and outline of the lesson plan C. Selection of necessary illustrative materials and natural objects on the theme of the lesson D. Report on teachers' meeting E. Survey of pupils 128. The duration of the teacher's explanations in class in grades 1-2 is generally A. 4-7 minutes B. 45 minutes C. 25-30 minutes D. 5-10 minutes E. 2-3 minutes 129. Long-term clarification teacher in the classroom in grades 8-11 is A. 5 min B. 20 min C. 25 minutes D. 7 min E. 8 min 130. What is the purpose of brainstorming method of teaching? A. Working single B. Lecturer-pupil collaboration C. Teacher solves the problem and explains that solution to the pupils D. Applied work with given materials E. Teaching pupils by the mixture of other methods of teaching 131. Exclude the concepts of non-didactic principles: A. Visibility principle; B. Principle of passive learning; C. Scientific principle; D. The principle of observation E. Principle of accessibility 132. Individual extracurricular activities include: A. Preparation of a research project B. Preparation of a thematic evening school C. Participate in the elective

186

D. Reading E. Extracurricular homework 133. By the forms of organization of teaching biology can include A. Elective B. Tour C. Independent work with the textbook D. Animal watching E. Business game 134. One of the main problems of methods of biology teaching A. Determination of innovative forms of teaching B. Democratization of education C. Forming of natural-science outlook of pupils D. Phenological observations, forming of abilities of plants care E. Problems of difficult relations between an organism and medium F. Problems of species variability 135. What are the important problems of methods of teaching biology? A. Determination of innovative forms of teaching B. A problem of education of ecological culture on biology lesson material C. Practical oriented approach in training D. Preparation for Unified National Testing E. Demonstration of experience results F. Phenological observations, forming of plants care abilities 136. For illustrative methods include: A. Demonstration of experience B. Lab work C. Demonstration of insect collection D. Teacher Story E. Lecture F. Conversation 137. Organization of pupil activities relate to methods for the group: A. Training Phase B. Organization of conditions for pupil activities C. Activity-inclusion of pupils in the learning process D. A method of management E. Source of knowledge F. Didactic purposes 138. When using the reproductive method of pupils: A. Apply learned knowledge based on a sample or rules B. Gain knowledge in finished form from textbooks C. Apply learned knowledge to new situations

187

D. Independently perform all actions exploratory nature E. Carry out an active search for solutions cognitive tasks under the guidance of a teacher F. Spends micro investigations 139. What is differences between traditional and multimedia learning methods? A. Traditional method – a one way flow B. Traditional method – an interactive learning process C. Multimedia learning – a one way flow D. Multimedia learning – an interactive learning process E. Traditional and multimedia learning methods are same F. Traditional method include music, television, games … 140. In the cabinets of biology must be A. Computer B. Cabinet with handouts C. Rack accessories D. Greenhouse E. Wild plants F. Stuffed 141. With methodical methods used logical operations such… A. activation of mental activity B. identification of traits C. comparison of objects by similarity and difference D. demonstration of the action sample E. all of the above F. finding common signs 142. Methodical techniques to ensure correct perception: A. questions requiring generalizations B. statement of the problem C. maximum use of clarity D. the exact and imaginative word of a teacher E. exercise for classification F. logic presentation of the training material 143. Modern problem of a method of teaching biology A. definition of innovative forms of teaching B. the practical-focused approach in biology teaching C. problem statement D. Independent work of pupils with the textbook E. presentation problem F. problem of employment of pupils

188

144. The main function of teaching methods A. Observation B. Educational C. Developing D. Explanatory E. United F. Organization 145. From listed choose training methods: A. Brainstorming B. Esthetic, labor, polytechnical education C. Conversation, demonstration, lecture D. Exchange of opinions E. Experience demonstration, labor education, individual work F. Instructing, problem training 146. Choose methods of practical skills check of pupils: A. Examination B. Biological dictation C. Work with magnifying devices D. Heuristic conversation E. Care of houseplants F. Demonstration the results received by pupils 147. The sequence of studying of natural sciences established by V.F. Zuev: A. Fossil kingdom, vegetative kingdom, animal kingdom B. Animal kingdom, vegetative kingdom, fossil kingdom C. Vegetative kingdom, fossil kingdom, animal kingdom D. Animal kingdom, fossil kingdom, vegetative kingdom E. Fossil kingdom, animal kingdom, vegetative kingdom F. Fossil minerals, botany, zoology 148. Methods of training can be divided on: A. Developing, independent, practical B. Group, individual C. Active, passive, neutral D. On the nature of activity of the teacher E. Visual, instructive, explanatory F. On the nature of activity of pupils 149. Methods of training can be divided on: A. Developing, independent, practical B. Group, individual C. Active, passive, neutral D. On the nature of activity of the teacher

189

E. Visual, instructive, explanatory F. On the nature of activity of pupils 150. Pupils acquire strong knowledge under the following condition: A. Systematic and repeated repetition B. Not systematic, but repeated repetition C. Combination of knowledge to skills D. Systematic and single repetition E. Systematic performance of homework F. Loud repetition 151. Hоw many types оf discussiоn methоd dо yоu knоw? A. Prоblematical B. Informational C. Mindmaping D. Experiment E. Laboratory F. Lecture 152. What kind of speech should develop a teacher at the school in class «Biology»? A. Spoken B. For communication C. Literate biological D. Nationwide E. Monologue F. Scientific speech 153. Two major components of teaching: A. Learning B. Sending information C. Receiving information D. Thinking E. Introduction F. Control 154. Wet preparations – are A. Three-dimensional visual aid; B. A group of similar objects with common features C. Natural object is fully transferred to the external features the animal D. Objects, fixed in formalin E. Herbarium plant F. Insects, filled with alcohol 155. The purpose of summarizing conversation are ... A. Illumination parts

190

B. Observe different signs C. The restoration of memory pupils existing knowledge D. Formation of questions that reveal causal relationships E. Systematization of existing knowledge F. Compare features 156. Story can be A. Humorous B. Revealing the content of the topic; C. Illustrative D. Information E. Inductive F. Deductive 157. Frontal work is … A. Work of a certain group of pupils in a class under the leadership of the teacher; B. Individual poll C. Work of one pupil in a class on the instructions of the teacher; D. Concurrent work of pupils of all class under the leadership of the teacher; E. Concurrent work of the pupil and teacher at home; F. Concurrent work of pupils at home. 158. Personal focused biological education is meant: A. Creation of conditions for creativity and self-updating of the personality B. Training of biology on alternative basis; C. An orientation of biological education on future profession of the pupil; D. The personality – the subject in pedagogical process and the purpose of educational system E. Knowledge centric approach F. Focused on practical approach to training 159. Biological abilities: A. Form of thinking B. Informative independence of pupils C. Informative activity of pupils D. Methods of knowledge application to solution the delivered problems E. Way of action by means of which school pupils operate with the gained knowledge F. Communications 160. The decision to organize the corner of wildlife at school is necessary for: A. Demonstrations of interests and hobbies of the teacher B. Fuller implementation of the training program C. Satisfactions of desires of pupils

191

D. Development and increasing knowledge of variety of live organisms E. Cultivations of parrots F. Development of pupils’ emotions 161. Groups of intersubject communications are divided to A. Substantially – informative B. Analytical, methodical C. Verbal methodical D. Organizationally – methodical E. Organizational logical F. Analyzing 162. The methods used for fixing of pupils’ new knowledge A. Test work B. Logical briefing C. Frontal conversation D. Demonstration of education guidances E. Examination F. Story of the teacher 163. Methods of teaching biology are disciplines... A. To system of training process and education; B. Pedagogical science C. Forms and methods of researches in biology D. The latest developments of biology E. Structure and functions of live organisms; F. About ecology and sustainable development 164. Didactics mean: A. Opening B. Studying C. Consecutive D. Training E. Finding F. Discovering 165. Examples of dialogue broadcast of knowledge are: A. Presentation B. Uses of ICT C. A performance as training D. A performance as the pupil E. Tolerance F. Resistance 166. The essence of a humanization of education, first of all, is in: A. The differentiated training

192

B. Addition of content of education by data from literature and art; C. Entering of game and other innovative training methods D. Creations of conditions for manifestation of creative identity of pupils E. Forming of culture of thinking, creative capabilities F. Understanding of all cultural heritage of mankind 167. When choosing training methods consider: A. theme of the lesson B. features of pupils C. interpersonal relations of pupils D. conflict of the environment E. the place of the lesson in the subject F. content of the study material G. professional skills of teacher 168. The ways of interrelated activities of teachers and pupils aimed at achieving educational goals are called: A. mental operation B. The concept C. learning technology D. teaching methods E. the interaction of the teacher and the pupil F. evaluation skills G. multilateral communication 169. How the conversation constructed? A. Positively, negatively B. Analytically, logically C. Spontaneously D. Empirically E. Verbally, visually F. From the known to the unknown G. Inductively, visually 170. Game methods of learning are divided: A. Academic, non-academic B. methodical, academic C. game, logical D. teaching, entertaining E. academic, deductive F. Heuristic G. analyzing 171. When appears the possibility of inductive conversations: A. when several similar objects or phenomena are studied B. When the source material is known to the pupil

193

C. when reducing the complex to the simple D. when discussing the private aspects of objects E. when there is no possibility to study the object in detail F. when necessary on the basis of a known general situation, to find supporting facts G. when it is necessary to apply theory in practice 172. The difference of speaking from lecture A. composition B. methodical C. guidance D. execution of the activity; E. informational F. thematically – illustrative G. learn 173. The communication way of lecturer with class A. emotional B. using of different visual technique C. determination of phrasing D. standard or routinely E. slowness during the study F. scientifically G. usual – emotional 174. Factors on choosing educational method A. purpose and tasks B. the volume of educational materials C. point illustration D. Intellectual E. teacher's creative activity F. research activity of teacher G. individual feature of pupil 175. Classification of verbal method A. Orally B. Narration of new material C. lecture D. General didactic E. Reproductive F. Private research G. heuristic 176. Offered the lesson theory A. Y.A. Komensky B. M.V. Lomonosov

194

C. V.F. Zuev D. V.F. Shatalov E. M. Zhumabaev F. Y. Altynsarin G. Al-Farabi 177. Laboratory experiment is A. check theoretical knowledge in practice B. Formation of personality C. understanding the issues during the process, testing of hypotheses D. laboratory research E. research of pedagogical phenomenon F. Discussion method G. research with special equipment 178. There are following laws in keeping, implementation of science facts: A. Qualifications B. experience C. construct D. Education E. Analysis the terms and concepts, remember F. habit G. read a lot of literature

understanding

179. Modern family education based on the following process: A. Social pedagogy B. Humanitarian pedagogy C. Overbearing D. Small-technical education E. pedagogy of Voldorf F. to keep humanity, national tradition G. to love homeland, country, land 180. The determinant of the content of the educational process A. The school administration B. The content of textbook C. Training program D. Definitions and Terms E. State constitution F. State charter G. Textbooks 181. Requirements of lesson A. Independence of pupils B. Cognitive abilities

195

and

C. Behavior of pupils D. Pupil culture E. Ability to work with textbooks F. Using of information G. Private personality quality 182. Types of biological excursion A. Production excursion B. Scientific – natural excursion C. Camping trip D. Excursion to exhibitions E. Geographic excursion F. Trip to Auyl G. Tourist travel 183. Control of knowledge: A. Computer control B. Individual control C. Existing knowledge D. Depending on the curriculum E. Intermediate exam F. Weekly exam G. Quaternary exam 184. The methods of pupil which observe knowledge: A. Write a dictation B. Write an abstract C. Self-Control D. Course Training E. Observe by Case method F. Written G. Oral 185. The logical methods include: A. Comparing features B. Work on instructional cards C. Preparation of the workplace D. Answer to pupil E. Identification designs F. Tutorial work G. Organization of work with the textbook 186. Lab: «The structure of the plant cell scales of onion skin» refers to A. Anatomic content B. With saline containing C. The first acquaintance with the cell structure

196

D. With morphological content E. Conducted in grade 10 F. Systematic content G. All right 187. Methodical training techniques are divided into: A. Verbal, illustrative B. Explanatory C. Practical, verbal, logical D. Organizational, practical, heuristic E. Organizational F. Visible, verbal G. Logic 188. Circle of young naturalists are A. Form of organization of extracurricular activities B. Method of teaching in the classroom C. Helps implement environmental education D. Taking training in biology class E. Form of organization of extracurricular work F. Essential for all pupils G. Form of organization of work in the classroom 189. The main purpose of the study of the new material are: A. Control Knowledge B. Reinforcement of knowledge C. The development of biological concepts D. Formation of knowledge about objects, processes and phenomena of nature E. Development of intellectual skills F. Improving skills G. Practical skills 190. Nature learning tools include: A. Slides B. Computers C. Herbarium D. Card E. Picture F. Cod positives G. Collection seeds 191. The basic principles of modular educational formation: A. Complex, integrated, personal and comparison of didactic goals B. Principles of Association C. The principles of independence D. The principle of the development of a tendency

197

E. The principle of the development of intellectual F. Knowledge rating control G. Assessment, analysis, correction of pupils 192. What gives the system of educational modules for secondary education: A. for Information Technology B. for distance education C. optimality D. Flexibility E. for the educational process F. for telecommunication technologies G. For developing training 193. The strategy of lesson planning will be as following: A. Annual B. Thematic C. Strategic D. Highlight the main E. Topical F. For administration G. For teachers 194. Tactical planning of lessons: A. cognition B. assumption of goals C. educational D. Developmental E. Motivational F. Organizer G. stimulating 195. It is possible to determine types of lesson by: A. The activity of the teacher B. An arrangement of stages of a lesson C. Place of a lesson in system of lessons D. Activity of the teacher E. Interconnected activity of the teacher and pupils F. The time allowed for achievement of a main goal G. Activity of pupils 196. Group work are… A. Work of a certain group of pupils in a class under the leadership of the teacher B. Holding an all-school action C. Work of one pupil in a class with the instructions of the teacher

198

D. Simultaneous work of pupils of all class under the leadership of the teacher E. Open lessons F. Simultaneous work of the pupil and teacher at house. G. Simultaneous work of pupils at home 197. Choose correct sequence of studying classes: A. Crustaceans, arachnoids, insects B. Crustaceans, insects, arachnoids C. Arachnoids, crustaceans, insects D. Reptiles, mammals, birds E. Insects, arachnoids, crustaceans F. Insects, crustaceans, arachnoids G. Fishes, amphibious, reptiles 198. Aims of a club of young naturalists are: A. To expand and deepen knowledge of interrelation of objects and natural phenomena gained at lessons B. To expand knowledge of physical processes C. To carry out ecological education D. To find general provisions of society and an individual E. To develop memory of pupils at a lesson F. Bring up harmonious personality G. Self-knowledge 199. Studying type Protozoa, you will specify studying on the fact that food consumption types occur in them can be: A. Only heterotrophic B. Parasitic C. Only mixed D. Autotrophic E. At some by means of a cellular mouth F. Passive G. Just «different» types 200. Holiday «Birds Day» will be held: A. In the winter B. In the summer C. It is not carried out D. In order to implement the patriotic education E. In order to implement environmental education F. In summer- autumn time G. In the autumn

199

Level 3 – Choose THREE right answers 201. The methodology used to practice «laboratory» work that served as the rationale for «research» method A. Verzilin B. Zuev C. Polovtsiev D. Beketov E. Luben 202. The number of objects in the natural sciences, studied in gymnasiums in the mid-19th century were described in: A. «Inscription of Natural History» B. «Zoology» C. «Natural history of real schools» D. «Botany» E. «Mineralogy» 203. The suggestion of education of thinking and observation in the study of natural science were given by: A. Luben B. Zuev C. Beketov D. Kaygorodov E. Polovtsov 204. The most significant problems of technique by Beketov: A. Training independent thinking B. Training to work independently C. Training and developing of observation D. Denial teacher’s role E. Correct outlook 205. Options of target prediction: A. narrow, individual, by lessons B. Broad, complex C. Perspective, annual D. Timetable goal, volumetric E. Abstracts, guide, policy 206. Practical methods include: A. Experiments outside the school B. Observation C. Experiment D. Objects demonstration E. A business game

200

207. Who are the teachers-methodologists were showed in his works; the thought of bringing up thinking and observation in the study of natural science: A. Lubin B. Zuev C. Beketov D. Kaygorodov E. Polovtsev 208. The integrated lesson that is not related to the theme are learned as following: A. Environmental factors B. Structure of the flower C. Role of water for plant and animal life D. General characteristics of insects E. Structure of the human skeleton 209. The content of school biogy education should be A. Easy and interesting B. Scientific and consistent C. Relative to the age D. Reflective of only scientifically proven data E. Entertaining and not complicated 210. Forms of teaching biology include: A. Problematic statement B. Naturalists classes C. Demonstration of a film D. A tour E. Extra classes 211. The significant Kazakh Scientist-Methodist are: A. Zh. Aymautov B. Y. Altynsarin C. A. Kunanbayev D. Ch. Valikhanov E. A. Bokeikhanov 212. Methods of training can be divided on … A. Verbal, evident, practical B. Explanatory-illustrative C. Active, passive, neutral D. Partialy search E. Visible, instructive, explanatory 213. The examination of pupils knowledge is carried out: A. Systematically at each lesson

201

B. At the beginning of a lesson C. On the course of an explanation of a new subject D. At control and independent works E. At the discretion of the teacher 214. From the list below choose a verbal method of training: A. Conversation B. Story C. Lecture D. Game E. Practical work 215. The main form of education is: A. Homework B. Lesson C. Introduction lesson D. Clubs E. The generalizing lesson 216. Who have made a contribution in development of the doctrine about the origin of species A. J. B. Lamarck B. G. Mendel C. L. Pasteur D. John Ray E. Ch. Darwin 217. Specify an extra activity in the lesson stages: A. Excursion B. Care of plants of a nature corner C. Studying of new material D. Home task E. Technical instructing 218. Print equipment for the tutorials: A. Textbook B. Fragments from publications of scientists C. Movie D. Notebook E. Herbarium 219. The visual tools relating to natural (subject) are: A. Live objects (plants and animals) B. Animals of a corner of wildlife C. Wildlife corner plants D. Equipment for laboratory works E. Waxwork

202

220. Herbariums are … A. The dried plants with all bodies or parts B. The dried bodies of a plant C. The natural object which is completely transferring external signs of an animal D. Dried on standard sheets of paper in a certain thematic sequence of a plant with all bodies E. 3D visual aid 221. Check control methods: A. Assimilation of knowledge B. Frontal poll C. Problem training D. Test tasks E. Graphic check 222. Tests are: A. The most reliable method of checking pupils' knowledge B. Allow pupils to interview all in a minimum of time C. Do not guarantee an objective assessment of pupils' knowledge D. Do not require thorough preparation of the teacher E. Cannot determine the integrity of pupils' knowledge 223. Choose from the list below a didactic principle of learning A. Choose from the following is a didactic principle of learning B. Visualization C. Availability D. Practical E. Scientific 224. Who contributed in the development of the doctrine of the evolution A. J.B. Lamarck B. Mendel C. L. Pasteur D. John Ray E. Charles Darwin 225. Specify unnecessary stages in the lesson: A. Excursion B. Care for the corner of the living plants C. Learning new material D. Homework E. Lab 226. Which of the following didactic principles of training are used in our school A. Availability

203

B. Multiplicity C. Visibility D. Effective E. Scientific 227. Choose the written form of pupils' knowledge checking A. Graphical dictation B. Individual survey C. Test check D. Training Discussion E. Biological dictation 228. The basic forms of learning which in the modern Kazakh school A. Excursion B. Lesson C. Preparation for UNT D. Current lesson E. Lessons of all types 229. Lesson -excursions are A. Lesson conducted outside the classroom and the school, in nature, in the production of B. Lesson conducted with laboratory equipment C. Lesson conducted outside the classroom and the school, in the museum D. Ordinary lesson E. Lesson conducted outside the classroom and the school at the Exhibition of Achievements 230. Sstructure of the lesson does not include A. Report design B. Reinforcement of knowledge C. Preparation of presentations D. Compilation E. Homework 231. Methods of teaching biology include: A. Sectarian work B. Demonstration objects of study (clarity) C. Homework D. Conversation E. Practical work 232. Traditional methods are: A. Demonstration of experiences B. Frontal poll C. Heuristic conversation

204

D. Teacher’s story E. Work on definition and recognition of natural objects 233. List three advantages of the lecture method: A. Quite economical method B. Easy to understand to pupils C. Good lectures can motivate, inspire D. Pupils are passive E. Do not need equipment and labs 234. Name the main problems with which Rulye dealt: A. Problems of difficult relations between an organism and medium B. Psychology problems C. Problems of species variability D. Education problems E. Natural science orientation of content of training F. Environmental protection 235. Obligatory form of the pupils’ organization for after lessons performance, connected with studying a course of practical works: A. after-hour work B. out-of-class work C. observations on the educational-experimental site D. open classroom E. experiments in a wildlife corner F. lesson 236. All biological excursions have the purposes: A. study of local lore and environmental protection B. organization of leisure C. studying of flora D. uses of game methods E. studying of fauna F. patriotic education 237. Organizational acceptances serve for: A. Directions of attention of pupils B. Uses of comparisons C. Directions of perception of pupils D. Repeatings of the studied material E. Areas of work of pupils F. Identifications of signs 238. Labor education is provided by A. Learning new material B. Extracurricular classes

205

C. Games D. Practical training E. Extracurricular activities F. Combined. 239. The use of repeating systems in biology lessons are used for A. Systematization of knowledge B. Distinguishing object C. The main selection D. Development concepts; E. Be interlinked concepts F. Activity schoolchildren 240. Modern problems in the methods of teaching biology: A. Definition of innovative forms of teaching biology B. Alternative education program C. Deepening of the content of the subject D. Problem of education of ecological culture E. Differentiation of training F. Valeologization content of school biology education 241. Integration of biological education means: A. Inclusion of biological knowledge in the studying of all subjects B. Philosophical judgment of the world around C. Mastering universal natural-science methods of knowledge D. Creation of a full image of wildlife as parts of the world around E. Use of intersubject communications when studying live organisms F. Creation of theoretical models of live 242. The studying of biology oriented on the active assimilation of a new material, its deeper understanding, development of skills of the solution of complex tasks carries the name: A. Problem B. Training through cooperation C. Developing D. Interactive E. Traditional F. Capacitor 243. When planning teaching and educational process, you need materials where content of biological education is fixed. Choose this material from the offered list: A. Dictionary of biological terms B. Number of pupils C. Program D. Basic content of a subject

206

E. Class timetable F. List of tables 244. The personally focused biological education are: A. Training of biology at an alternative basis B. The pupil – the main character of all educational process C. An orientation of biological education on future profession of the pupil D. Development in the child of aspiration to further self-education on future profession of the pupil E. Formation of skills F. The attitude towards each child as to unique identity 245. Modular training promotes formation of: A. Skills of group work B. Drawing up flow charts C. Independent work D. Work scheduling E. Organization of optimum interaction of the teacher and pupil F. Training informatization 246. Training are: A. Methods of increase in learning efficiency B. Methodical acceptances C. Designing of the educational process having accurate result D. Forms of education E. System of set of methods, methods of activities and scientific and developed problems of training F. All answers are right 247. Interaction learning methods are focused on: A. Story of the teacher B. Brainstorming C. Heuristic conversation D. Research observation E. Problem solving F. Preparation of reports, messages 248. Methodical receptions use the same logical reception, they are: A. Identification of signs B. Comparison of objects on similarity and distinction C. Formulation of leading questions D. Formulation of conclusions E. Generalization F. Conversation

207

249. The possibility of inductive creation of a conversation appears: A. When several similar objects or the phenomena are studied B. When initial material is known to pupils C. Upon transition from discussion of the private parties of objects to the general D. At observation and comparison of objects E. When there is no an opportunity in detail to study an object F. When the movement of a thought goes from the general to the particular 250. Practical methods include: A. Works on recognition and definition of natural objects B. Filling of tables C. Observations with the subsequent registration of the phenomena D. Carrying out experiments E. Brainstorming F. Generalization of the observed phenomena and objects 251. Biological concepts can be: (choose incorrect options) A. Comprehensive B. Local C. Faltering D. Methodical and special E. Perforating F. Inductive and deductive 252. Control and assessment of pupils knowledge concern to a group of methods: A. To a grade level B. To a source of knowledge C. To identification of gaps in knowledge D. To definition of ways of elimination of gaps in knowledge of pupils E. To the didactic purposes F. To the nature of activity of pupils 253. Training forms of education of biology: A. Problem statement B. Occupation of a circle of young naturalists C. A speech of the expert – the agronomist at a lesson D. Excursion E. Hobby work F. Slideshow 254. Choosing training methods, it should be considered: A. Features of pupils B. Availability of learning tools C. Interpersonal relations of pupils

208

D. Content of the study material E. Conflict of the environment F. The place of the lesson in the subject 255. The ways of interrelated activities of teachers and pupils aimed to the achieving of educational goals are called: A. Learning technology B. Teaching methods C. Evaluation skills D. Totality of methodical methods E. The interaction of the teacher and the pupil F. Multilateral communication 256. How to construct a conversation? A. Analytically, logically B. From the known to the unknown C. Positively, negatively D. Inductively, deductively E. Spontaneously F. Inductively, visually 257. Game methods of learning are divided into: A. Academic, non-academic B. Business C. Methodical, academic D. Game, logical E. Teaching, entertaining F. Academic, deductive 258. When the possibility of inductive conversations are appears? A. When several similar objects or phenomena are studied B. When there is no possibility to study the object in detail C. In case of discussing the private aspects of objects D. When necessary on the basis of a known general situation, to find supporting facts E. With the identification of significant features of objects F. When it is necessary to apply theory in practice 259. Observations are : A. Special perception of the research object B. Knowledge of the phenomena of touch authorities C. Phonological observations D. Of seed germination E. Processing the received information in the mind F. Selection of information

209

260. Educational problem tasks directed to: A. Reproduction of existing knowledge B. Using knowledge of biology in unfamiliar situations C. Using knowledge of biology in familiar situations D. Develop working skills with book E. Activation of independent thinking of pupil F. Activation of mental skills of pupil 261. Find the logical ways of thinking: A. Deductive B. General and local C. Inductive D. Developing and entertaining E. Productive F. Deductive and inductive 262. Extra-curricular activities are: A. Optional B. Group C. Organizational D. Mass E. Practical F. Individual 263. Practical activities after main lessons are: A. Extra-curricular activities B. Observing objects in natural environment C. Extra-curricular works D. Experiments in school E. Homework F. Club activities 264. Purpose of homework: A. Activation of independent creative and cognitive work B. Commit to memory the text C. Consolidation and application of knowledge gained in the lesson D. Preparing for an open lesson E. Performing and setting long-term experiments F. Answer teacher questions 265. Methodical technique of teaching of problem education. A. inductive statement B. The teacher creates a problematic situation C. solve the problem with the teacher D. pupils creates conditions themselves E. parts-search method F. Innovation in education

210

266. Hоw many types оf discussion оn methоd dо yоu knоw? A. Problematical B. Dialectical C. Informational D. Mindmaping E. Lecture F. Demonstration 267. Rules: from the known to the unknown, from the simple to the complex relate to the principle of learning: A. Availability B. Visually C. Sequences D. Conscience E. Systemic F. Activities G. Problematical 268. The content of textbooks are determined by: A. Curriculum B. Mandatory minimum content of school biology education C. Desire of the author D. Invariant kernel of school biology education E. Latest achievements of science F. Programs G. Recommendations 269. Specify the methodological procedure: A. Technical B. Verbal C. Logic D. Mental E. Visual F. Problem G. Organizational 270. The main function of homework: A. Is an independent element of the lesson B. Is a continuation of the previous lesson C. Precede subsequent lessons D. Is part of independent work in the classroom E. Contributes to the consolidation of the knowledge obtained in the classroom F. Section are coaching homework G. Focus on self-study teaching material 271. Outer – class work – this ... A. A form of organization of pupils in the classroom

211

B. Method of teaching pupils in the classroom C. Form diverse voluntary work of pupils is under the guidance of a teacher lesson D. Extracurricular activities E. Organizational methods of work of pupils in the classroom under the guidance of a teacher F. Experiments in a corner of nature G. Sectarian work 272. Hygrophilous plants are grown in a corner of nature: A. Moss B. Fern C. Waterweed D. Begonia E. Violet F. Hibiscus G. Aloe 273. The didactic games cognitive tasks should be: A. Should not be made and implemented – for pupils playing B. Has not meaning C. Must be brought to the attention of the pupils D. Speak to pupils not directly, but in a veiled form E. Realized in the process of interaction of pupils F. Should be brought to the attention of parents G. Serious educational objectives are realized in «not serious» game form 274. Educational discussion belongs to: A. Methods of activating mental activity B. Organizational methods C. Logical methods D. Technical methods E. Practical methods F. Verbal methods G. Receptions of development of communicative abilities 275. The introduction of game elements in learning biology: A. Helps to identify leaders among pupils B. A positive effect on pupils' discipline C. Reveals the potential of pupils D. Helps the teacher to make contact with the parents of pupils E. Facilitates lesson F. Increases the interest of the pupil’s to the subject G. Increases interest of the pupils to the subject.

212

276. Trainability – are: A. The ability of pupils to learn the content of education B. Potential trainees C. General mental ability to assimilate knowledge and skills D. Maturity of skills E. Maturity of knacks F. Sensitivity training G. Maturity of knowledge 277. Non-traditional lessons are: A. Learning new material B. Lesson game C. Repetition lesson, systematization and generalization studied D. Lesson-journey E. Lesson-round table F. Lesson of generalization and systematization G. Lesson of verification and assessment of knowledge and skills 278. The development of logical thinking in other words you can also call ... A. Comparative B. Abstract C. Visual-shaped D. Distraction E. Visual F. Negative G. Positive 279. Development of speech of pupils connected with… A. Observation; B. Visual thinking C. Ability to analyze D. Imagination; E. Ability to compare F. Logical thinking G. Emotionality 280. The development of voluntary attention refers to ... A. Psychological problem B. Training; C. Psychophysiological problem D. Educational task; E. Developing problem F. Educational task G. Educational problem

213

281. Teacher is necessary to form environmental education of pupils as follows: A. Showing the efficiency of the water basin B. Explaining and showing that people – part of nature, and without it life is impossible C. Showing the results of human activities on the vegetation cover of the Earth D. Explaining and showing that people – the master of nature and it affects them E. Explaining the laws and regularities of the pedagogical process F. Explaining and showing contamination of the hydrosphere G. Explaining the laws of nature 282. The living objects are A. Plants and animals at schoolyard experimental area B. Animals of wildlife corner C. Herbarium; D. Houseplants E. Moist preparations F. Dry preparations G. Models 283. Natural inanimate objects – are A. Insect collection B. Models, dry preparations C. Herbarium D. Models, dummy, wet preparations E. Diagrams F. Applications, herbarium G. Wet and dry preparations; 284. Model – are A. Three-dimensional visual aid; B. Herbarium C. Group of similar objects with common features D. Allowance having a three-dimensional measurement E. Allowance transmitting nature by their appearance without inner content F. Objects, fixed in formalin G. Naturally object is fully transferred to the external signs of animals 285. Which of the following educational tables does not happen: A. Comparative B. Multimedia C. Instructive D. Instructive E. Overarching F. Cyclic G. Sound-projection

214

286. Levels of problem solving: A. The discovery of the meaning of words B. Find the realities of materials C. Knowledge D. To increase pupils' cognitive works E. Conclusions F. Lighting G. Learn individual stages of training material 287. Cabinets of auxiliary equipment include A. A set of dishes for experiments B. A set of dishes for experiments, tables, stands C. Measuring, heating, optical instruments D. Houseplants, wildlife corner E. Instruments F. Animals, stuffed models G. Wet preparations schemes 288. According didactic goals, conversation can be A. Introductory, cognitive B. Introductory generalizing C. Control – corrective D. Heuristic E. Introductory, informative F. Generalizing – cognitive G. Introductory, game 289. Introductory conversations conducted in the lessons in cases of: A. In preparation to questions B. Restored in memory pupils existing knowledge C. Establish a connection with the previous material D. Outlines key concepts of natural history E. There are different features F. To draw attention to the value of the material under study G. Put questions that reveal the cause-and-effect relationships 290. Story – are A. Receiving activate of mental activity of pupils B. Consistent presentation of educational information C. Source of knowledge-word D. Practical method of teaching E. Factual content in the classroom F. Comparative analysis of pupils' knowledge G. Systematic compilation of knowledge teacher

215

291. Application of the story by teacher in the classroom requires the following conditions: A. Training material known to pupils B. Training material known to pupils C. Training material has an entertaining character D. Training material unknown to pupils E. Difficult course material F. On the basis of existing knowledge deepens the concepts G. Educational material has a narrative character 292. The study of the origin of life on Earth explains A. In 9 class B. In 8 class C. In 10 class D. 9 and 10 classes E. In 7 class F. In 6 class G. In11 class 293. Respiration process of animals study: A. In 6 class B. In 7 class C. In 8 class D. In 9 class E. In 10 class F. In 11 class G. In 9 and 11 classes 294. The processes of digestion in animals discuss in A. In 11 class B. In 10 class C. In 6 class D. In 7 class E. In 8 class F. In 9 class G. In 9 and 10 classes 295. Biological concepts include A. Cell B. Hermaphrodite C. Sort D. Metabolism E. Reducents F. Reproduction G. Development

216

296. Assessments of the response reduced when A. Violates the logic of explanations of the material B. Cited more examples C. Confused content concepts D. Posted exactly by the book E. Could not give precise examples and wrong in explaining F. When answering use of additional material G. Reproduce words and explanation of the teacher 297. Biology course in 11 class told about A. In the study of plants B. In the course of general biology C. In the study of human D. Talking about protein structure E. In the study of the laws of Mendel F. In the study of animals G. Considering the structure of the cells questions 298. Human origins studied by pupil in A. In the course of general biology B. In 9 class C. Discussing the work of Darwin D. In 6 class E. In 7 class F. In the study of structure of DNA G. When considering of genetics and heredity 299. Lesson-lecture can be carried out A. In 11 class B. In 1 class C. In 5 class D. In 10 class E. In 2 class F. In 5 class G. In 10 and 11 classes 300. Pupil can put biological experiments A. At home on the instructions of the teacher B. During the excursion C. In biology class D. At UNT E. On the school grounds F. During exams G. During test

217

REFERENCES

1. Aimauytov Zh. Leading in education. – Orenburg, 1926. 2. Aimauytov Zh. Psychology. – Tashkent, 1927. 3. Ann L. Brown The Advancement of Learning Author(s). Educational Researcher. – Vol. 23. – No. 8 (Nov., 1994). – Pp. 4-12. 4. Ammar al-Talbi, «AL-FARABI», Paris, UNESCO: International Bureau of Education. – Vol. XXIII. – No. 1/2, 1993. – P. 353-372. 5. Asman M., Michaela O. A 14 days teaching methodology course trainers’ handbook – Version 1., August 1997. Http://collections.infocollections.org /ukedu/en/d/Jgtz017e/6.9.1.html. 6. Dale E. Audiovisual methods in teaching, third edition. – New York: The Dryden Press; Holt, Rinehart and Winston, 1969. 7. Education of secondary and high school teachers of biology in Europe http://www.vub.ac.be/gst/eurobio/6eb.html 8. Facts about Kazakhstan. Kazakhstan science and technology. Educationi kazakhstan_science_ Kazakhstan. https://kazakhstan.orexca.com/ education.shtml 9. Kagan S. 1985. Dimensions of cooperative classroom structures. Pages 6796 in Slavin R, Sharan S, Kagan S, Hertz Lazawwit J; R, Webb CD, Schmuck R, eds. Learning to Cooperate, Cooperating to Learn. – New York: Plenum Press. 10. Kisiel, J. (2006b). Making field trips work. Science Teacher, 73(1), 46-48. 11. Lovkina E.V. Methodology of teaching biology. – Buzuluk, 2013. 12. McMullen S., & Busscher D. Homework and Academic Achievement in Elementary School. Working Paper, Retrieved December 1, 2011, from www.academia.edu. 13. Ndu F.O.C (1980). Planning and Organizing of Practical in Practical Work in t Biology in Secondary Schools. Journal of STAN 24(2). 14. Hornby, A. S (2004). Oxford Advanced Learner's Dictionary of Current English U.K Oxford University Press. 15. Hall. Krepel W.J., & Durral C.R. (1981). Field trips: A guideline for planning and conducting educational experiences. Washington, DC: National Science Teachers Association 16. Huba and Freed, Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning, 2000. 17. https://en.wikipedia.org/wiki/

218

18. Tormanov N.T., Ursheeva B.I. Guideline of teaching-methodological complex from innovative methods of teaching biology. – Almaty: Kazakh University 2014. 19. Tormanov N.T., Ablaikhanova N.T., Ursheeva B.I. A collection of test tasks from the teaching methodology of biology. – Almaty: Kazakh University 2015. 20. Trautwein, U., & Lüdtke O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19, 243-258. doi: 10.1016/j.learnin struc.2008.05.001 21. Ponomareva I.N. General methodology of teaching biology. – M., 2007. 22. Okafor C., Okoli Stella O. Effective utilization of laboratory method in teaching biology practicals in secondary schools, 2011. 23. Okoli J.N. and Egbunonu R.C. (2010). Teaching the Vertebrate Nervous Systems to Secondary Students Using Practical Approach in Nwagbo C.R and Nzewi U.M (Ed) STAN Biology Panel Series 2010. 24. Osborn Alex F. Applied Imagination: Principles and Procedures of Creative Thinking. – New York: Scribner, 1953. 25. Urynbasarova E. Issues of moral education of schoolchildren in the pedagogical works of J. Aimauytov (1889-1931). Search. A series of humanities. – 1999. – №4-5. – P. 69-73. 26. Slavin R.E.1995. Cooperative Learning: Theory, Research, and Practice. 2nd ed. Bosron: Allyn and Bacon. 27. Six Daily Tasks All Teachers Should Do https://www.thoughtco.com/topteacher-tasks-8422. 28. Sutman F.X., Schmuckler J.S., Hilosky A.B., Priestley E.D., Priestley Wj. 1996. Seeking more effective outcomes from science laboratory experiences (grades 7-14): Six companion studies. Pages 1-15 in Summary of multiple paper presentation at the annual meeting of National Association for Research ill Science Teaching. St. Louis: (MO): Educational Resources Informatiun Center. ERIC Report no. ED 393703. 29. Versilin N.M., Kosunskaya V.М. General methodology of teaching biology. – M., 1983. 30. Cliff W.H. and Wright A.W. (1996), Directed case study method for teaching human anatomy and physiology, Advances in Physiology Education 31. Wilson M.L., Weinstein M.P., Reller L.B. (1994). Automated blood culture systems. Clin. Lab. Med. 14, 149–169. 32. Wittig K. 1992. Keywords for science education: Alive and active. St. Louis (MO): Educational Resources Information Center. ERIC Report no. ED 354148. 33. Wright E.L, Govindarajan G. 1992. A vision of biology education for the 21st century. Biology Education 54: 269-274. 34. Yakuncheva M.A. Methods of teaching biology. – M., 2008. 35. Zales C.R., Colosi J.C. 1996. Cooperative learning in microbiology laboratory. Journal on Excellence in College Teaching 7: 127-161. 36. Zhumabaev M. Pedagogics. – Almaty, 1993.

219

Еducational issue

Ydyrys Alibek Ydyrysuly METHODS OF TEACHING BIOLOGY Educational-methodical manual Typesetting and cover design G. Кaliyeva IB №11572

Signed for publishing 22.12.2017. Format 60x84 1/16. Offset paper. Digital printing. Volume 13,75 printer’s sheet. 100 copies. Order №6734. Publishing house «Qazaq University» Al-Farabi Kazakh National University KazNU, 71 Al-Farabi, 050040, Almaty Printed in the printing office of the «Kazakh University» publishing house.

220