Oʻzbekcha
EKOLOGIK VA RAQAMLI VOSITALAR INTEGRATSIYASI (PHYGITAL) ASOSIDA 6–8 YOSHLI BOLALARDA MUHANDISLIK FIKRLASHNI RIVOJLANTIRISH METODIKASI
Jurnal
Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani
Nashr
Raqamli-pedagogik transformatsiya va zamonaviy taʼlimning tadqiqot modellari mavzusidagi Respublika ilmiy-amaliy anjumani
Annotatsiya
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.
Kalit so‘zlar
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.
1. O‘zbekiston Respublikasining “Ta’lim to‘g‘risida”gi Qonuni. O‘RQ-637, 23.09.2020.
2. O‘zbekiston Respublikasining “Maktabgacha ta’lim va tarbiya to‘g‘risida”gi Qonuni. O‘RQ-595, 16.12.2019.
3. “Ilk qadam” maktabgacha ta’lim tashkilotining davlat o‘quv dasturi. – Toshkent, 2018.
4. Piaget J. The Origins of Intelligence in Children. – New York: International Universities Press, 1952.
5. Papert S. Mindstorms: Children, Computers, and Powerful Ideas. – New York: Basic Books, 1980.
6. Kolb D.A. Experiential Learning: Experience as the Source of Learning and Development. – Englewood Cliffs: Prentice Hall, 1984.
7. Выготский Л.С. Мышление и речь. – Москва: Соцэкгиз, 1934.
8. Cunningham C.M. Engineering in Elementary STEM Education: Curriculum Design, Instruction, Learning, and Assessment. – New York: Teachers College Press, 2018.
9. Bers M.U. Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. – New York: Routledge, 2018.
10. Resnick M. Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. – Cambridge: MIT Press, 2017.
11. Abdullayeva, O. S., Xusayinova, G. A., & Muhammadjonov, A. O. (2024, February). Technology of projecting of management system for department activities. In Third International Conference on Optics, Computer Applications, and Materials Science (CMSD-III 2023) (Vol. 13065, pp. 303-307). SPIE.
12. Sobel D. Beyond Ecophobia: Reclaiming the Heart in Nature Education. – Great Barrington: Orion Society, 1996.
13. Muslimov N.A., Sharipov Sh.S., Qo‘ysinov O.A. Mehnat ta’limi o‘qitish metodikasi, kasb tanlashga yo‘llash. – Toshkent: O‘zbekiston faylasuflari milliy jamiyati nashriyoti, 2014. – 456 b.
