Oʻzbekcha
BIOLOGIYA TA’LIMIDA REFLEKSIV FAOLIYAT ORQALI O‘QUVCHILARNING O‘Z-O‘ZINI BAHOLASH KO‘NIKMALARINI RIVOJLANTIRISH
Jurnal
"Tabiiy fanlar integratsiyasida innovatsion ta’lim texnologiyalari: an’anaviylik va zamonaviylik" mavzusidagi Respublika ilmiy-amaliy anjumani
Nashr
"Tabiiy fanlar integratsiyasida innovatsion ta’lim texnologiyalari: an’anaviylik va zamonaviylik" Respublika ilmiy-amaliy anjumani
Annotatsiya
Maqolada biologiya darsida o‘quvchi o‘z ishini qanday tekshirishi, xatosini anglashi va xulosasini qayta ko‘rib chiqishi masalasi yoritiladi. So‘nggi tadqiqotlar tahliliga tayangan holda mezon, dalil, tuzatish, bahoni solishtirish va bilimni yangi vaziyatda qo‘llashni birlashtiruvchi ikki konturli model taklif qilinadi. Fotosintez va genetika misollarida baholash mezonlari ochib beriladi. Model hozircha amaliy sinovdan o‘tkazilmagan.
Kalit so‘zlar
biologiya ta’limi
refleksiya
o‘z-o‘zini baholash
metakognitsiya
formativ baholash
dalillash
baholarni muvofiqlashtirish
bilim transferi.
Русский
Рассматривается, как научить школьников проверять собственные объяснения, замечать ошибки и обоснованно пересматривать выводы на уроках биологии. На основе современных исследований предложена двухконтурная модель, объединяющая критерии, доказательства, исправление ответа, сопоставление оценок и перенос знаний. Приведены примеры по фотосинтезу и генетике. Модель пока не проходила эмпирическую апробацию.
обучение биологии
рефлексия
самооценивание
метакогниция
формирующее оценивание
аргументация
согласование оценок
перенос знаний.
English
This paper examines how biology students can learn to check their explanations, identify errors and revise conclusions using evidence. Drawing on recent research, it proposes a two-loop approach that links criteria, evidence, revision, comparison of ratings and transfer to a new task. Examples from photosynthesis and genetics illustrate the proposed assessment criteria. The approach has not yet been empirically tested.
biology education
reflection
self-assessment
metacognition
formative assessment
evidence-based reasoning
rating calibration
knowledge transfer.
1. OECD. (2026). PISA 2025 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/86c36975-en
2. Nieminen, J. H., & Boud, D. (2025). Student self-assessment: A meta-review of five decades of research. Assessment in Education: Principles, Policy & Practice, 32(2), 127–151. https://doi.org/10.1080/0969594X.2025.2510211
3. Yan, Z., Lao, H., Panadero, E., & Fernández-Castilla, B. (2026). A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes. Assessment in Education: Principles, Policy & Practice, 33(3), 209–247. https://doi.org/10.1080/0969594X.2026.2681630
4. Skorbakk, I., & Gamlem, S. M. (2025). Exploring self-assessment practices and learning approaches in science among upper secondary students. Assessment in Education: Principles, Policy & Practice, 32(3), 299–319. https://doi.org/10.1080/0969594X.2025.2534132
5. Hartelt, T., & Martens, H. (2025). How accurate are students in self-assessing their conceptions of evolution? Science Education, 109(3), 965–989. https://doi.org/10.1002/sce.21945
6. Šmida, D., & Čipková, E. (2026). Improvement of students’ inquiry skills and self-assessment in biology through directed inquiry activities. International Journal of Science Education, 48(10), 1439–1458. https://doi.org/10.1080/09500693.2025.2464826
7. Donkor, B., Willford, J. D., Buskirk, R. E., Prather, J. F., Ward, N. L., Harshman, J., & Zhong, M. (2026). Impact of metacognitive interventions on student performance and confidence in introductory biology courses. Journal of Microbiology & Biology Education, 27(2), Article e00333-25. https://doi.org/10.1128/jmbe.00333-25
8. Yan, Z., & Mendoza, N. B. (2025). Learning and practicing simultaneously: The synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education: Principles, Policy & Practice, 32(3), 276–298. https://doi.org/10.1080/0969594X.2025.2534134
9. Kemeza, I., Kainarbayev, Y., Iskendir, A., & Baikenzheyeva, A. (2024). Development of students’ self-learning and self-assessment skills using checklists in biology classes. Pedagogy and Psychology, 61(4), 5–14. https://doi.org/10.51889/2960-1649.2024.61.4.001
10. Odilova, M. (2026). Assessment criteria and a diagnostic model of reflective competence in biology students: The case of human and animal physiology. Pedagogik akmeologiya, 7(36). https://paresearchjournal.uz/index.php/journal/article/view/1271
11. Niyozov, Q. A., & Qodirjonov, B. R. (2024). Biologiya ta’limida o‘quvchilarda mustaqil va ijodiy faoliyatlarini rivojlantirishdagi muammolar va ularning yechimlari. Progress Annals: Journal of Progressive Research, 2(6), 7–10. https://academiaone.org/index.php/8/article/view/810
12. Niyozov, Q. A. (2024). Methodology for developing the skills of working with the PISA in future biology teachers. Pedagogical Cluster: Journal of Pedagogical Developments, 2(5), 402–406. https://doi.org/10.5281/zenodo.11402525
13. Niyozov, Q. A. (2025). Strategies for improving biology education based on innovative approaches. Galaxy International Interdisciplinary Research Journal, 13(5), 121–128. https://doi.org/10.5281/zenodo.15496896
14. Niyozov, Q. A. (2026). PISA uslubidagi biologik kontekstli topshiriqlar asosida o‘quvchilarning tabiiy-ilmiy savodxonligini rivojlantirish metodikasi. Ta’lim va taraqqiyot, (2), 1006–1017. https://journal.namspi.uz/articleview/834
15. Niyozov, Q. A. (2026). PISA tabiiy fanlar topshiriqlarining kognitiv murakkabligi: Bo‘lajak biologiya o‘qituvchilarini tayyorlashga doir integrativ adabiyotlar sharhi. Qo‘qon DPI ilmiy xabarlar jurnali, 8(9), 312–321. https://doi.org/10.70728/c.series.ped.v08.i09.041
