FIZIKA TA’LIMIDA INDIVIDUALLASHTIRILGAN KONTEKSTLI TOPSHIRIQLARNI LOYIHALASH
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Maqolada barqaror rivojlanish kompetensiyalarini shakllantirish maqsadida o‘quvchining individual xususiyatlarini hisobga oluvchi real
hayotiy vaziyatlarga asoslangan fizik topshiriqlarni yaratish tamoyillari ishlab chiqilgan. Tadqiqotda o‘quvchilarning fizik qonunlarni
bilishidan tashqari, amaliy vaziyatlarda qo‘llashi va to‘g‘ri qaror qabul qilishi, natijada topshiriqlarni yaratish va individuallashtirishning
samarali usullari, baholash mezonlari hamda 10 bosqichli algoritm ishlab chiqilgan.
1. Mirziyoyev Sh.M. Ta’lim sifatini oshirish bo‘yicha takliflar taqdimot qilindi // O‘zbekiston Respublikasi Prezidentining rasmiy veb-
sayti. 21.04.2025. URL: https://president.uz/oz/lists/view/8071.
2. Gilbert J.K. On the Nature of ‘Context’ in Chemical Education // International Journal of Science Education. - 2006. - Vol. 28, No.
9. - P. 957-976. DOI: 10.1080/09500690600702470.
3. Bennett J., Lubben F., Hogarth S. Bringing Science to Life: A Synthesis of the Research Evidence on the Effects of Context-Based
and STS Approaches to Science Teaching // Science Education. - 2007. - Vol. 91, No. 3. - P. 347-370. DOI: 10.1002/sce.20186.
4. Taasoobshirazi G., Carr M. A Review and Critique of Context-Based Physics Instruction and Assessment // Educational Research
Review. - 2008. - Vol. 3, No. 2. - P. 155-167. DOI: 10.1016/j.edurev.2008.01.002.
5. Heller P., Hollabaugh M. Teaching Problem Solving through Cooperative Grouping. Part 2: Designing Problems and Structuring
Groups // American Journal of Physics. - 1992. - Vol. 60, No. 7. - P. 637-644. DOI: 10.1119/1.17118.
6. Gilbert J.K., Bulte A.M.W., Pilot A. Concept Development and Transfer in Context-Based Science Education // International Journal
of Science Education. - 2011. - Vol. 33, No. 6. - P. 817-837. DOI: 10.1080/09500693.2010.493185.
7. Peşman H., Özdemir Ö.F. Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach
in Physics Instruction // International Journal of Science Education. - 2012. - Vol. 34, No. 14. - P. 2127-2145. DOI:
10.1080/09500693.2012.700530.
8. OECD. PISA 2025 Science Framework. - Paris: OECD, 2025.
9. White P.J. et al. Agency in the Anthropocene: Supporting Document to the PISA 2025 Science Framework // OECD Education
Working Papers. - No. 297. - Paris: OECD Publishing, 2023.
10. Gulikers J.T.M., Bastiaens T.J., Kirschner P.A. A Five-Dimensional Framework for Authentic Assessment // Educational
Technology Research and Development. - 2004. - Vol. 52, No. 3. - P. 67-86. DOI: 10.1007/BF02504676.
11. CAST. Universal Design for Learning Guidelines 3.0. - Wakefield, MA: CAST, 2024.
12. Walkington C.A. Using Adaptive Learning Technologies to Personalize Instruction to Student Interests: The Impact of Relevant
Contexts on Performance and Learning Outcomes // Journal of Educational Psychology. - 2013. - Vol. 105, No. 4. - P. 932-945.
DOI: 10.1037/a0031882.
13. Miao F., Holmes W. Guidance for Generative AI in Education and Research. - Paris: UNESCO, 2023.
14. OECD. OECD Digital Education Outlook 2026: Exploring Effective Uses of Generative AI in Education. - Paris: OECD Publishing,
2026. DOI: 10.1787/062a7394-en.
15. UNESCO. Education for Sustainable Development Goals: Learning Objectives. - Paris: UNESCO, 2017.
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