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41Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 8
educational, natural and social sciences ( ) ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
DETERMINATION OF NATURAL SCIENCE LITERACY OF STUDENTS ACCORDING TO THE INTERNATIONAL ASSESSMENT
PROGRAM
Razakov G'ulomjon Abduvohidovich
Doctoral student of Tashkent State Pedagogical University named after Nizami
ABSTRACT
In addition to PISA, there are other international monitoring studies that have a narrower focus. TIMSS (Trends in Mathematics and Science Study) testing, for example, is aimed at checking the quality of mathematical and natural science education of fourth and eighth grade students. It is held with the support of the International Association for the Assessment of Educational Achievements IEA. In addition to monitoring the quality of knowledge, TIMSS is also designed to identify differences in the national education systems of different countries. And the PIRLS (Progress in International Reading Literature Study) testing is aimed at assessing the quality of reading and understanding of the text in primary school children. Just like TIMSS, it shows differences in national education systems.
Keywords: ability of schoolchildren, educational trends, theoretical foundations
АННОТАЦИЯ
Помимо PISA, существуют другие международные мониторинговые исследования, имеющие более узкую направленность. Например, тестирование TIMSS (Trends in Mathematics and Science Study) направлено на проверку качества математического и естественнонаучного образования учащихся четвертых и восьмых классов. Он проводится при поддержке Международной ассоциации оценки образовательных достижений IEA. Помимо мониторинга качества знаний, TIMSS также предназначен для выявления различий в национальных системах образования разных стран. А тест PIRLS (Progress in International Reading Literature Study) направлен на оценку качества чтения и понимания текста детьми младшего школьного возраста. Как и TIMSS, он показывает различия в национальных системах образования.
Ключевые слова: способности школьников, образовательные направления, теоретические основы.
INTRODUCTION
Different types of tasks are included in the PISA study. Almost half of them are questions that involve free answers. And there are questions with a certain, non-expandable list of answers. This means that the student must give an independent
answer, which will be limited to specific words or numbers. Almost a third of all
866
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tasks in the test are questions with ready-made answers. The main difference between the PISA program and the Unified State Exam, OGE and other tests is that it primarily evaluates the ability of schoolchildren to be guided by common sense and logic when performing non-standard tasks. In this regard, we can say that PISA follows modern educational trends, because the ability of students to apply school knowledge in life is the most important aspect of functional literacy and skills of the XXI century.
PISA tasks do not test the memorized material in biology, geography, physics and social studies, but the students ' knowledge of competencies in various contexts of these subjects and inter subject interaction: human health, natural resources, environment, ecology, discoveries in the field of science and technology. There are interactive tasks aimed at observing an object, in which you need to draw a conclusion about how this object functions. There are tasks with an analytical solution, in which the task is to provide for the further development of events or the action of some objects. In 2015, there were also tasks for collective performance in PISA — collaborative. In such tasks, joint problem solving is provided. Virtual assistants act as partners, with whom you can discuss, analyze and solve a given problem: organize, create, invent, redo or adjust something. Such tasks show how the student interacts with the partner, how he distributes responsibilities, and whether he knows how to negotiate.
DISCUSSION AND RESULTS
PISA can be treated in different ways. Of course, this system has its own nuances, miscalculations and even mistakes. Like most knowledge assessment systems, PISA testing is imperfect, and blindly chasing top positions in the international ranking would not be the smartest decision for our country. But it is completely stupid to ignore the results of testing, because initially the PISA studies are aimed not just at assessing the achievements of students, but at identifying weaknesses in the country's school education system as a whole. The PISA results are the results of the possession of new important competencies that have become not just trends in international education, but key skills of a modern person, on which success, the realization of creative potential and full-fledged interaction with society depend.
The PISA-2021 study will measure how effectively the educational systems of countries prepare students for the use of mathematics in all aspects of their personal, social and professional life.
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The concept explains the theoretical foundations of the assessment of mathematical literacy in the PISA study, and also includes an official definition of the concept of "mathematical literacy".
As part of the PISA-2021 study, the following definition will be used: Mathematical literacy is the ability of a person to think mathematically, formulate, apply and interpret mathematics to solve problems in a variety of practical contexts. It includes concepts, procedures and facts, as well as tools for describing, explaining and predicting phenomena. It helps people understand the role of mathematics in the world, make well-founded judgments and make decisions that should be made by constructive, active and thoughtful citizens in the 21st century."
Within the framework of this concept, the mathematical content is divided into four categories: -Quantity
-Uncertainty and data -Change and dependencies -Space and form
In addition, eight skills of the 21st century were added to the concepts: -Critical thinking -Creativity -Research and study
-Self-regulation, initiative and perseverance
-Use of information
-System thinking
-Communication
-Reflection
A small percentage of students reach the highest levels of natural science and mathematical literacy, as well as reading literacy: -0.5% 6th level in natural science literacy; -1.7% 6th level in mathematical literacy (1.6% in 2003); -1.7% 5th level in reading literacy (1.7% in 2003 and 3% in 2000). For comparison: in the leading countries, for example, in Finland: -3.9% on natural science literacy; -6.3% in mathematical literacy (6.7% in 2003); -7% in reading literacy (15% in 2003 and 18.5% in 2000).
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The 2nd level of literacy defined in the study (natural science, mathematics and reading) is chosen as a certain boundary, a basic level. It is believed that a student who has reached this limit begins to demonstrate the presence of skills that provide him with the opportunity to actively use the knowledge acquired at school in accordance with the definition of functional literacy, which is accepted in the study. According to the data obtained, 90-97% of students from leading countries begin to show the ability to apply the knowledge they have acquired at school, which is significantly higher than the percentage of such students (natural science - 77.8%, mathematics - 73%, reading - 64.3%).
According to the results of the assessment of the formation of natural science literacy, the majority of Russian students (about 60%) demonstrated mastery of the basic skills (levels 2 and 3 on the international scale) necessary for solving simple natural science problems. They were able to identify clearly formulated scientific problems in some familiar situations; to select the facts and knowledge necessary to explain the phenomena; apply simple models or research strategies, interpret and directly use natural science concepts from various sections of natural science, formulate short statements using facts; make decisions based on natural science knowledge.
1% of the students demonstrated an increased level of natural science literacy. They effectively analyzed various situations and problems in which individual phenomena were clearly manifested. They were able to select or summarize explanations based on knowledge of various sections of natural science and technology, and link these explanations directly to individual aspects of life situations. They were also able to evaluate their actions and report on their decisions, using natural science knowledge and justifications.
4.2% showed a high level of mastery of natural science (levels 5 and 6). They were able to apply natural science knowledge and knowledge about science in many difficult life situations proposed by them, to give explanations and arguments based on a critical analysis of the problem under consideration; to link information and explanations from various sources and use them to justify various solutions. They demonstrated a willingness to use their knowledge to justify decisions made in unfamiliar scientific and technical situations.
At the same time, a fairly large percentage of Russian students (22.2%) did not master the basic level. This means that after graduating from the basic school, they have only a limited stock of natural science knowledge, which they can apply only in
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familiar situations. They can give mostly obvious explanations that clearly follow from the available data.
The analysis of the distribution of Russian students by levels of mastering various aspects of natural science literacy in comparison with their peers from leading countries (Finland, Hong Kong, Canada, etc.), as well as many other developed OECD member countries, shows that comparative data are not in favor of students of 15 years of age in many positions.
CONCLUSION
The PISA International Study: A Methodological Guide. - Astana: NCOSO, 2012. - 115 p. The International PISA Program. Examples of tasks in reading, mathematics and natural science. - M.: Center for Education Quality Assessment ISO RAO, 2003. - 99 p.
Vilisova Tatyana Valeryevna. Variants of competence-oriented tasks in biology and methodological recommendations for them the biology teacher of the MAOU "Gymnasium No. 10" in Perm. Evstifeeva A. G. Didactic materials for chemistry lessons. Rostov-on-Don: Phoenix 2004
Palzhanova, A. S. Formation of functional literacy of students in teaching chemistry and biology / A. S. Palzhanova. - Text : direct // Theory and practice of education in the modern world: materials of the IX International Scientific Conference (St. Petersburg, July 2016). - St. Petersburg : Svoye publishing House, 2016. - pp. 65-70. - URL: https://moluch.ru/conf/ped/archive/192/10871/ (accessed: 20.09.2021).
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