BO‘LAJAK O‘QITUVCHILARNI INKLYUZIV STEAM MUHITINI MODELLASHTIRISHGA TAYYORLASHDA DASTURIY TA’MINOTDAN FOYDALANISHNING ERGOMETODIK XUSUSIYATLARI
Kalit so‘zlar:
inklyuziv ta’lim, STEAM, bo‘lajak o‘qituvchi, dasturiy ta’minot, ergometodik yondashuv, kognitiv yuklama, interfeys qulayligi, formativ baholash, raqamli pedagogika.Abstrak
Mazkur maqolada bo‘lajak o‘qituvchilarni inklyuziv STEAM muhitini modellashtirishga tayyorlashda dasturiy ta’minotdan foydalanishning ergometodik xususiyatlari tahlil qilinadi. Raqamli vositalar texnik yordamchi emas, balki kognitiv yuklama, interfeys qulayligi va formativ baholashni qamrab oluvchi didaktik maydon sifatida asoslangan. PhET, GeoGebra, Tinkercad va Scratch kabi platformalar misolida raqamli vositalarni inklyuziv ehtiyojlarga moslashtirish mezonlari yoritilib, bo‘lajak o‘qituvchining ergometodik kompetensiyalarini rivojlantirish modeli taklif etilgan.##plugins.themes.default.displayStats.downloads##
Havolalar
1. O‘zbekiston Respublikasining “Ta’lim to‘g‘risida”gi Qonuni. 23.09.2020 y., O‘RQ-637-son // Qonun hujjatlari
ma’lumotlari milliy bazasi: https://lex.uz/docs/-5013007.
2. O‘zbekiston Respublikasi Prezidentining “Alohida ta’lim ehtiyojlari bo‘lgan bolalarga ta’lim-tarbiya berish
tizimini yanada takomillashtirish chora-tadbirlari to‘g‘risida”gi Qarori. 13.10.2020 y., PQ-4860-son // https://lex.
uz/docs/-5044711.
3. O‘zbekiston Respublikasi Prezidentining “O‘zbekiston Respublikasi oliy ta’lim tizimini 2030-yilgacha
rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida”gi Farmoni. 08.10.2019 y., PF-5847-son // https://lex.uz/
docs/-4545884.
4. O‘zbekiston Respublikasi Prezidentining “Raqamli O‘zbekiston — 2030 strategiyasini tasdiqlash va uni
samarali amalga oshirish chora-tadbirlari to‘g‘risida”gi Farmoni. 05.10.2020 y., PF-6079-son // https://lex.uz/
docs/-5030957.
5. ISO 9241-210:2019. Ergonomics of human-system interaction — Part 210: Human-centred design for
interactive systems. Geneva: International Organization for Standardization, 2019.
6. W3C. Web Content Accessibility Guidelines (WCAG) 2.2. W3C Recommendation, 2023 // https://www.
w3.org/TR/WCAG22/.
7. Nielsen J. 10 Usability Heuristics for User Interface Design. Nielsen Norman Group, 1994; updated 2024 //
https://www.nngroup.com/articles/ten-usability-heuristics/.
8. Sweller J., Ayres P., Kalyuga S. Cognitive Load Theory. New York: Springer, 2011.
9. Mayer R.E. Multimedia Learning. 3rd ed. Cambridge: Cambridge University Press, 2020.
10. CAST. Universal Design for Learning Guidelines 3.0. 2024 // https://udlguidelines.cast.org/.
11. Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge: A Framework for Teacher
Knowledge // Teachers College Record. 2006. Vol. 108. No. 6. P. 1017–1054.
12. Redecker C. European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg:
Publications Office of the European Union, 2017.
13. UNESCO. ICT Competency Framework for Teachers. Version 3. Paris: UNESCO, 2018.
14. Thibaut L., Ceuppens S., De Loof H. et al. Integrated STEM Education: A Systematic Review of Instructional
Practices in Secondary Education // European Journal of STEM Education. 2018. Vol. 3. No. 1. P. 1–12.
15. Kelley T.R., Knowles J.G. A Conceptual Framework for Integrated STEM Education // International Journal
of STEM Education. 2016. Vol. 3. Article 11.
16. Qodirova F.U. Inklyuziv ta’lim: nazariya va metodika. Darslik. Toshkent, 2021.
