PEDAGOGIK STRATEGIYALAR VA OVQATLANISH FIZIOLOGIYASINI OʻQITISHDA AKT INTEGRATSIYASI: OLIY TA’LIMDA INNOVATSION YONDASHUVLAR
Kalit so'zlar
https://doi.org/10.47390/SPR1342V5I12Y2025N93Kalit so'zlar
ovqatlanish fiziologiyasi, ta’limda AKT, virtual laboratoriyalar, geymifikatsiya, oliy ta’lim, ovqatlanishga raqamli aralashuvlar.Annotasiya
Ushbu sharhda oliy ta’lim muassasalarida ovqatlanish fiziologiyasini o‘qitishda axborot-kommunikatsiya texnologiyalari (AKT) va zamonaviy pedagogik strategiyalarni joriy etish bo‘yicha zamonaviy ma’lumotlar umumlashtirilgan. Biz video ta’lim va kengaytirilgan reallik vositalarini ko‘rib chiqamiz hamda ularning ta’lim natijalari, motivatsiya va xulq-atvor o‘zgarishiga ta’sirini baholaymiz. Ma’lumotlar shuni ko‘rsatadiki, ovqatlanish bo‘yicha raqamli aralashuv usullari va AKTga asoslangan pedagogik yondashuvlar talabalarning bilimlarni o‘zlashtirishini, ishtirokini va ba’zi hollarda ovqatlanish bilan bog‘liq xatti-harakatlarini yaxshilashi mumkin. To‘ldirilgan reallik vositalari doimo an’anaviy ta’limga samarali qo‘shimcha sifatida qaraladi, bu esa kontseptual tushunish va faol o‘rganishni yaxshilaydi. Geymifikatsiya turli fanlarga bo‘lgan motivatsiya va qiziqishni oshiradi.
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Griffin, C. S., et al. (2024). Virtual laboratories complement but should not replace face-to-face practicals: Perceptions of life science students at Dundalk Institute of Technology, Ireland. Advances in Physiology Education. https://doi.org/10.1152/advan.00227.2024.
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32.Virtual laboratories — perceptions / evaluation (Ireland project) Griffin, C. S., et al. (2024). Virtual laboratories complement but should not replace face-to-face practicals: Perceptions of life science students at Dundalk Institute of Technology, Ireland. Advances in Physiology Education. https://doi.org/10.1152/advan.00227.2024.
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