GUIDE STUDENTS OF HIGHER EDUCATION INSTITUTIONS TO ACQUIRE KNOWLEDGE, SKILLS AND SKILLS IN THE INDEPENDENT MASTERY OF THE SCIENCES
Abstract
In today's rapidly developing educational environment, special attention is paid to the formation of independent learning of subjects among students of higher education institutions. This article explores the multifaceted approach needed to guide students to acquire not only knowledge, but also the essential skills and competencies required for independent learning in the disciplines. Drawing on educational theories, pedagogical strategies, and empirical evidence, this article outlines effective methodologies and practices to
empower students on their academic journey. By cultivating a culture of curiosity, critical thinking, and independent learning, higher education institutions can educate students who are not only consumers of knowledge, but also active contributors to the development of science
References
Barab, S. A., Hay, K. E., Barnett, M., & Squire, K. (2001). Constructing virtual worlds: Tracing the historical development of
learner practices. Cognition and Instruction, 19(1), 47-94.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3),
-266.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th
ed.). Allyn & Bacon.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of
inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.),
Handbook of self-regulation (pp. 451-502). Academic Press.
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The
effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246.
Savin-Baden, M., & Howell Major, C. (Eds.). (2004). Foundations of problem-based learning. McGraw-Hill Education.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the
literature. International Journal of Science Education, 34(9), 1337-1370.
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of
preference for school science investigations. Science Education, 92(5), 941-967.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Shakarjon, Q. C. (2024). BOSHLANG ‘ICH SINF O ‘QUVCHILARIDA MATN USTIDA ISHLASH ORQALI NUTQIY KOMPETENSIYALARINI SHAKLLANTIRISHNING NAZARIY-AMALIY AHAMIYATI. News of the NUUz, 1(1.9. 1), 119-121.
TURSUNOV, N., & YORMATOV, F. (2024). DOʻSTLIK VA ISHONCHGA ASOSLANGAN OʻZBEKISTON–CHEXIYA RESPUBLIKALARI HAMKORLIGI TARIXIDAN. News of the NUUz, 1(1.9. 1), 44-46.
NEGMATOV, B. (2024). GUMANISTIK MEROS VA INSON MA’NAVIY-AXLOQIY KAMOLOTI. News of the NUUz, 1(1.9. 1), 122-124
Copyright (c) 2024 News of the NUUz
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
This work is licensed under a 