Modeling as a means of developing concepts when studying the topic “Generative organs of plants”

The article deals with the topical issue of the methodology of teaching biology at schools. The authors provide a justification for the need to instill biological concepts through the use of a modeling method in the classroom. According to the authors, modeling contributes to the systematic assimilation of complex biological concepts that are included in the content of the school biology course. The role of the concepts of “flower” and “fetus” in the formation of a holistic biological picture is emphasized. By the example of the above concepts, students develop anatomical, morphological, physiological, systematic, and ecological concepts. In the theoretical part of the article, the etymology of the concepts “model” and “modeling” is presented, and the advantages of the modeling method in the classroom are also indicated. The content aspect of the sixth grade course is revealed and the main requirements for its assimilation by students are highlighted. The methodological features of the application of the modeling method are reflected in the approximate description of the lesson, where the stages of intellectual and creative activity of students in the biology lesson are given. This type of task can be given as extracurricular independent work, where students have time and other opportunities, and a control task at the generalizing stage of mastering the educational material. The variability of the application of the modeling method is not only in the forms of organization of the educational process, but also in the materials used. So, in addition to plasticine, the authors suggest the use of salted dough and polymer clay, which gives the teacher an additional opportunity to use the finished product as a visual means of teaching in the future. To get feedback, the teacher highlights the stage of presentation of models, where, in addition to the structure of organs, students tell their varieties and functions. To test the effectiveness of the proposed methodology, the authors conducted a pedagogical experiment for three years. At the ascertaining stage of the experiment, the general state of the research problem was revealed by means of a questionnaire, the selection of the concepts under consideration was made, the initial level of students ‘ knowledge was determined. At the training stage of the experiment, the teaching methodology was implemented on the basis of general education institutions. At the final stage of the experiment, the final section was carried out and the results of the study were processed. The article provides a general conclusion about the feasibility of using the modeling method in the classroom for the development of biological concepts.

model, modeling, creativity, teaching tool, teaching methodology, self-study, biology, lesson, plant, generative organs, pedagogical experiment

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