DEVELOPMENT OF BIOLOGY TEACHERS’ METHODOLOGICAL COMPETENCE BASED ON A NEURODIDACTIC APPROACH
This study examines the role of neurodidactic approaches in developing biology teachers' methodological competence. Observation,
pedagogical diagnostics, comparative analysis, and a pedagogical experiment were used to assess how learners' psychophysiological and
neuropsychological characteristics, including functional lateralization, inform teaching. The findings indicate that neurodidactically
informed instruction supports the development of teachers' methodological competence and learners' cognitive activity.
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