Oʻzbekcha
EKOLOGIK VA RAQAMLI VOSITALAR INTEGRATSIYASI (PHYGITAL) ASOSIDA 6–8 YOSHLI BOLALARDA MUHANDISLIK FIKRLASHNI RIVOJLANTIRISH METODIKASI
Journal
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Issue
Republican Scientific and Practical Conference “Digital and Pedagogical Transformation and Research Models in Modern Education”
Abstract
Maqolada 6–8 yoshli bolalarda muhandislik fikrlashni rivojlantirish uchun tabiiy-ekologik materiallar va raqamli vositalarni yagona o‘quv jarayonida birlashtiruvchi phygital (physical + digital) metodikaning nazariy asoslari va tuzilmasi yoritilgan. Muhandislik fikrlash bu yoshda muammoni ko‘ra bilish, g‘oya ilgari surish, model yasash, sinash va takomillashtirish ko‘nikmalari majmuasi sifatida talqin qilinadi. Tadqiqotning maqsadi ekologik va raqamli vositalar integratsiyasiga asoslangan metodikani ishlab chiqishdan iborat. Metodika to‘rt bosqichli “Kuzat – O‘yla – Yasa – Raqamlashtir” sikliga asoslanadi va konstruksionizm, muhandislik dizayn jarayoni hamda ekologik ta’lim tamoyillarini birlashtiradi. Muhandislik fikrlashni baholashning besh mezonli, uch darajali diagnostik shkalasi taklif etilgan. Ilmiy yangilik ekologik va raqamli komponentlarni 6–8 yoshli bolalar uchun yagona metodik tizimga birlashtirishda namoyon bo‘ladi. Maqolada pedagogik tajriba-sinov rejasi va kutilayotgan natijalar bayon etilgan.
Keywords
muhandislik fikrlash
phygital ta’lim
ekologik ta’lim
STEAM
kichik maktab yoshi
maktabgacha ta’lim
dizayn-fikrlash
ta’limiy robototexnika.
Русский
В статье раскрываются теоретические основы и структура phygital-методики (physical + digital), объединяющей природно-экологические материалы и цифровые средства в едином образовательном процессе для развития инженерного мышления у детей 6–8 лет. Инженерное мышление в этом возрасте рассматривается как совокупность умений увидеть проблему, выдвинуть идею, построить модель, испытать её и усовершенствовать. Цель исследования – разработка методики на основе интеграции экологических и цифровых средств. Методика основана на четырёхэтапном цикле «Наблюдай – Думай – Создавай – Оцифровывай» и объединяет принципы конструкционизма, инженерного проектирования и экологического образования. Предложена диагностическая шкала оценки инженерного мышления, включающая пять критериев и три уровня. Научная новизна состоит в объединении экологического и цифрового компонентов в единую методическую систему для детей 6–8 лет. В статье изложены план педагогического эксперимента и ожидаемые результаты.
инженерное мышление
phygital-обучение
экологическое образование
STEAM
младший школьный возраст
дошкольное образование
дизайн-мышление
образовательная робототехника.
English
The article presents the theoretical foundations and structure of a phygital (physical + digital) methodology that integrates natural (ecological) materials and digital tools into a single learning process to develop engineering thinking in children aged 6–8. At this age, engineering thinking is defined as a set of skills to identify a problem, generate ideas, build, test and improve a model. The aim of the study is to develop a methodology based on the integration of ecological and digital tools. The methodology follows a four-stage cycle (Observe – Think – Build – Digitize) and combines the principles of constructionism, the engineering design process and environmental education. A diagnostic scale with five criteria and three levels is proposed to assess engineering thinking. The scientific novelty lies in combining ecological and digital components into a unified methodological system for children aged 6–8. The plan of the pedagogical experiment and the expected results are described.
engineering thinking
phygital learning
environmental education
STEAM
early childhood
preschool education
design thinking
educational robotics.
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