Development Of The Methodology Of Natural Science Teachers For Working With Tasks Of The PISA International Student Assessment Program
DOI:
https://doi.org/10.51699/ajsld.v4i1.226Keywords:
International Assessment Program, Natural Science Literacy, Skill, Cognitive Level, Competence, Experiment, Research, Problem, Context, Critical Thinking, Knowledge, Natural Science, Competence, Standard, CreativityAbstract
This article aims to improve the methodologies used by natural science teachers in addressing tasks from the PISA international student assessment program, focusing on fostering scientific literacy. By analyzing Uzbekistan's PISA 2022 results, which highlighted low performance in applying scientific knowledge to real-world problems, the study identifies key gaps in teacher preparedness and educational material. A systematic approach is adopted, encompassing the analysis, design, development, implementation, and evaluation of teaching strategies and materials. Emphasis is placed on developing teachers' skills in logical and critical thinking instruction, integrating experiments, and creating differentiated assignments tailored to diverse student needs. The results underscore the necessity of modernizing textbooks, enhancing teacher training, and employing real-world contextual learning to improve student engagement and outcomes. These findings provide actionable recommendations for equipping educators with the tools to prepare students for international assessments and practical life challenges effectively.
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