HAYOT FAOLIYATI XAVFSIZLIGI FANIDAN LABORATORIYA VA AMALIY MAŞĞULOTLARNI INTERFAOL METODLAR ASOSIDA TAŞKIL ETIŞ METODIKASI

The article describes a methodology for organizing laboratory and practical classes in the “Life Safety” course on the basis of interactive methods. It distinguishes laboratory from practical classes, presents four theoretical foundations of interactive teaching (constructivism, Kolb’s experiential learning cycle, the zone of proximal development and self-determination theory) and shows how each is turned into concrete lesson-design decisions. A 90-minute lesson model of five stages, a “stations” model for laboratory work and a plan for increasing the complexity of methods over a semester are proposed. The experiment was conducted in 2023–2026 at three higher education institutions with 519 students (260 in experimental and 259 in control groups). When the results are analyzed separately for each of the three academic years, the share of low-level students in the experimental groups fell by 26.14–34.12 percentage points against 7.95–21.74 in the control groups; at the end of the experiment the difference between the level distributions of the groups was significant in every year (χ² = 16.13–19.93; p < 0.001). The study draws on the work of J. Piaget, L.S. Vygotsky, D. Kolb, E. Deci, R. Ryan, E. Aronson, R. Fanning, D. Gaba and others.

Hali tarjima qilinmagan