LOCAL AND INTERNATIONAL RESEARCH CARRIED OUT ON THE IMPLEMENTATION OF PHENOMENON-BASED LEARNING AND HIGHER-ORDER COGNITIVE DEVELOPMENT

Аннотация

The current article focuses on looking through the research carried out both on a local and international level on the usage of the phenomenon based- learning approach in the education system of Uzbekistan and the target group in which it has been implemented and what skills are targeted to develop in the assistance of this approach. Also, it investigates the work of researchers whose main focus was the development of cognitive competencies, specifically higher- order cognitive domain specified in Bloom’s taxonomy. Key words Phenomenon-based learning, cognitive development, critical thinking, problem solving, decision making, self-directed study, meta-subject skills The local researcher investigating the implementation of phenomenon- based learning among school pupils is Khusanova Khilola Khaqberdiyevna. Her research focuses on enhancing the productive skills of school children, particularly listening and speaking, through the phenomenon-based learning approach. She contrasts this approach with project-based learning, emphasizing that while project-based learning encourages students to broaden their knowledge and skills by working on projects related to educational material, it may not effectively promote structured learning. Project-based learning primarily aims to develop students' independent problem-solving abilities. The main formats of project-based learning include problem-based lectures, where the teacher identifies potential solutions to a given situation, and practical classes where students collaborate to explore possible mechanisms for addressing issues presented by the teacher. However, the fundamental lesson format remains unchanged. Through participation in project activities, students cultivate critical thinking, autonomy, effective communication, and problem- solving skills.[1] The phenomenon-based approach to learning focuses on real-world phenomena, linking topics and problems to real-life situations. This approach allows students to apply knowledge and skills across different subjects and beyond the classroom. Phenomenon-oriented learning involves studying a complete phenomenon as a group to gain knowledge about the real world. An 111 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference important aspect of this approach is the lack of isolation, which helps learners understand knowledge and skills within the context of the phenomenon. In this approach, students not only seek answers to their questions about the phenomenon but also determine which school subjects are necessary for understanding it. In the learning process, students are actively involved in shaping their understanding by forming preconceptions, setting goals, and asking questions. While the teacher guides students in their quest for knowledge, the importance of interaction with the teacher remains unchanged. This approach fosters valuable communication skills. "Phenomenon-based learning technology has the potential to enhance the development of high school students' skills. Through engaging and interactive learning experiences, it nurtures critical thinking and problem-solving abilities, encourages collaborative learning and communication, and enables authentic assessment. PBL technology equips students with the tools to become effective communicators [1].” Educators should wholeheartedly embrace this technology and incorporate it into their teaching practices to empower students and prepare them for success in both their academic and professional endeavors. Our comprehension of phenomena is confined to what we can perceive through our senses. Therefore, it is essential to recognize and welcome the complexity of this process, which is no easy feat. As human beings, we are part of the world rather than its creators. This intricacy also applies to the learning environments in schools, which cannot be fully controlled, though this does not diminish the importance of careful planning and preparation [1]. From a phenomenological perspective, it necessitates embracing the idea that gaining a new perspective involves letting go of an old one – a challenging process. Educators must be ready to carefully guide students through this process [1]. Concerning the development of cognitive competence, it was the object of research of D. Y. Xudoyberganov, J.A. Mardonkulov, A.A. Ibragimov, G'. A. Nafasov, J.S. Otepbergenov, K. Kudratov, L. R. Zaripov, G.A. Amanova. Doniyor Y. Xudoyberganov. (2024) in his article ‘Stages of Formation of Cognitive Competence in Primary School Students’ stated that the development of cognitive competence in elementary school students occurs in three stages [2]. The primary objective of shaping the educational activity of a primary school student is to foster their growth as active participants in their learning. 112 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference Students should be capable of independently identifying their goals, utilizing the necessar