Shazhanbayeva S, Kurmanbayev R, Ibadullayeva S. How tasks of an integrative nature contribute to the implementation of the worldview ideas of high school students in the subject of biology. Sci Herald Uzhhorod Univ Ser Phys. 2024;(56):2757-2767. DOI: 10.54919/physics/56.2024.275do7
How tasks of an integrative nature contribute to the implementation of the worldview ideas of high school students in the subject of biology
Saule Shazhanbayeva, Rakhat Kurmanbayev, Saltanat Ibadullayeva
https://doi.org/10.54919/physics/56.2024.275do7
Abstract
Relevance. Integration of various fields of knowledge is a prominent trend in modern education, particularly within the natural sciences. At Nazarbayev Intellectual Schools, fostering a holistic scientific worldview and developing students' abilities to synthesize information are key educational objectives.
Purpose. This study aims to compare the effectiveness of three methods of knowledge evaluation in promoting a holistic natural science worldview among high school students. It seeks to determine which evaluation methods most effectively enhance cognitive processes.
Methodology. The study involved 95 students from grades 11 and 12 in Nazarbayev Intellectual Schools in Kyzylorda, focusing on chemistry and biology. A pedagogical experiment was conducted where students were assessed using three methods: standard tests, integrated tasks aligned with the Nazarbayev Intellectual Schools Educational Program, essays requiring interdisciplinary knowledge.
Results. The study revealed that students in both grades successfully completed all types of tasks, but their performance was notably higher on the integrated tasks and essay assessments compared to standard tests. The statistical analysis confirmed significant differences between the methods, indicating that integrated tasks and essays better facilitated the activation of students' cognitive processes and associative thinking. Student feedback showed a preference for integrative tasks in an open format over traditional testing.
Conclusions. The findings suggest that integrative tasks and essays, which require students to draw on interdisciplinary knowledge, are more effective in fostering a holistic natural science worldview and enhancing cognitive engagement than traditional testing methods. These methods improve knowledge retention and encourage deeper understanding by linking concepts across different scientific disciplines. The study recommends the adoption of these integrative approaches in the teaching of biology and other natural sciences. Future research should focus on further refining these methods to strengthen interdisciplinary connections and support the development of advanced natural science thinking in high school students.
Keywords: integrative tasks; science education; interdisciplinary connections; students' competencies; world outlook
Suggested citation
References
- Malone KM. Engineering design challenges in early childhood education: effects on student cognition and interest. Eur J STEM Ed. 2018;3(3):11.
- Jevons FR. The teaching of science: education, science and society. London: Routledge; 2022.
- Osipov VV, Bugaeva TP. Integrative approach in formation of competence in educational process. Mod High Tech. 2017;1:140-144.
- Klabak J. Interdisciplinary learning. J Amer Dent Assoc. 2021;152(9):717.
- Weiss V. National IQ means transformed from Programme for International Student Assessment (PISA): scores and their underlying gene frequencies. J Soc Polit Econ Stud. 2009;34(1):71-94.
- Fensham P. Assessment: PISA science. In: Gunstone R, editor. Encycl Sci Educ. Dordrecht: Springer; 2015.
- Robinson M, Crowther D. Environmental science literacy in science education, biology and chemistry majors. Amer Biol Teach. 2001;63(1):9-14.
- Le Hebel F. Sources of difficulty in assessment: example of PISA science items. Int J Sci Ed. 2017;39:1-20.
- Diniz TC, Calefi PS. Contributions of role-play in environmental education to integral education. Ed Res Them. 2022;10(1):100-126.
- Brykina NT. Non-standard and integrated lessons in the course of biology. Moscow: Nauka; 2004.
- Slyusarenko KY, Shishkina IL. Development of an integrative test in biology. Sci Symb. 2015;12(2):27-29.
- Belyaeva ZV. Teaching primary school students natural science methods of cognition based on interdisciplinary connections of biology, chemistry and physics. Moscow: Moscow Pedagogical State University; 2015.
- Stolyarova VV. System of integrated lessons in biology and chemistry, as a means of environmental education in school. Sci Forum. 2013;10(5):118-123.
- Shestakova L. Synergetic approach in formation of students’ modern natural science worldview. Persp Sci Ed. 2022;57(3):55-73.
- Selcuk E, Tezbasaran A. Examination of PISA science literacy proficiency levels in terms of experts. Anad Ogretmen Derg. 2022;6:18-30.
- Olsen R, Prenzel M, Martin R. Interest in science: a many-faceted picture painted by data from the OECD PISA study. Int J Sci Ed. 2011;33:1-6.
- Oan LTK. Implementation of interdisciplinary links between physics and chemistry and biology in teaching secondary school students in Vietnam. Moscow: Moscow State Pedagogical University; 2021.
- Abakumova YA. The system of tasks of an integrative nature as a means of developing general educational skills of high school students. Tula: Tula State Pedagogical University named after L.N. Tolstoy; 2009.
- Zhang Y. Learning process and success in education learning process and success in education. Sing Acad Front Rev. 2022;3(7):45-58.
- Romanchuk NP. Brain Homo Sapiens XXI century: neurophysiological, neuroeconomic and neurosocial decision-making mechanisms. Bull Sci Pract. 2021;7(9):228-270.
- Malone K. Determining the state of STEM/STEAM education at the primary school level in Kazakhstan. Nur-Sultan: Graduate School of Education Nazarbayev University; 2021.
- Voloshina NK. Integrated education in elementary school as a means of developing a creative personality. Young Sci. 2021;3(345):361-364.
- Olkhovshy DV, Loskutov AA. Pedagogical experiment: method of conducting and introducing educational activities. Mod Probl Sci Ed. 2018;6:10-18.
