METHODOLOGY OF TEACHING REFLEX PROCESSES IN BIOLOGY LESSONS BASED ON DIGITAL TECHNOLOGIES

This thesis substantiates a digital-technology-based methodology for teaching reflex processes in biology lessons. The study applies instructional design, didactic modeling, and classroom experimentation using interactive simulations, virtual labs, and sensor-supported tasks. Scientific novelty lies in dynamic visualization of reflex arcs, learning analytics for error diagnosis, and criterion-based assessment aligned with competence outcomes.

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