DESIGN OF ORIGINAL PEDAGOGICAL TECHNOLOGIES TO FORM SUBJECT COMPETENCIES AMONG BIOLOGY STUDENTS

Abstract

This essay addresses one of today's educational issues: the use of resources in biological sciences classrooms that need students to gain meta-subject competences. Incorporating natural items into instructional content can help to create a positive environment for biology lectures while also assisting students in obtaining necessary understanding about scientific worldviews. The authors devised a series of integrated plant activities requiring knowledge of ecology, plant physiology, and evolution. The fundamental purpose of tasks is to demonstrate the relationship between structure and function using specific examples, plant adaptation to a given ecosystem, critical thinking in students, and the ability to construct and prove workable hypotheses. Some projects have been devised to allow learners hands-on experience with local natural objects in order to identify their taxonomic affiliation, morphological traits, and adaptations. Plants feature in a variety of tasks, and some parts are interchangeable. Some of the tasks are related with the evolution of vegetative organ functions and their diversity. The authors claim that this approach ensures productivity in biology education, knowledge generation in this discipline, and the construction of meta-subject productivity.