DEVELOPING STUDENTS’ LEARNING - COGNITIVE COMPETENCIES THROUGH PISA TASKS IN BIOLOGY LESSONS
Keywords:
Biological education, PISA program, learning-cognitive competency, scientific literacy, contextual task, functional literacy, critical thinking.Abstract
This article investigates the development of students’ learning-cognitive competencies through the use of tasks within the framework of the PISA (Programme for International Student Assessment) international assessment program in biology lessons. The necessity of shifting from the acquisition of ready-made knowledge to the formation of functional literacy in modern biological education is scientifically substantiated. During the study, PISA-type contextual tasks were introduced into biology classes of general secondary schools, and their impact on students’ critical thinking, data analysis, and conclusion-drawing skills was determined through pedagogical experimental research. The obtained results demonstrated the high effectiveness of PISA tasks in increasing students’ cognitive activity.
References
Resolution No. 997 of the Cabinet of Ministers of the Republic of Uzbekistan, dated December 8, 2018, “On Measures for Preparing the Participation of the Republic of Uzbekistan in International Assessment Programs.”
OECD. (2019). PISA 2018 Assessment and Analytical Framework. Paris: OECD Publishing.
Bybee, R. W. (2018). Learning Science and the Science of Learning: Science Literacy and PISA. National Science Teachers Association.
Sadler, T. D. (2021). “Socio-scientific Issues in Science Education: Contexts for Competence Development.” International Journal of Science Education, 43(5), 712–728.
Sharofiddinov, A. (2023). “Problems of Developing Students’ Functional Literacy in Biological Education.” Journal of Pedagogy and Psychology, 2(4), 45–51.
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