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Results. Based on the purpose of our research, we put forward the following hypothesis: the use of neuro-pedagogical binary speech method based on the universal principle of organizing the activity of the cerebral hemispheres in explaining new learning material optimizes the learning process, despite differences in children's memory systems and thinking strategies. Based on this hypothesis, we have developed a method of teaching "Neuropedagogical binary speech", which allows students to base their thinking strategies and methods of learning in the preparation and presentation of educational information.
In order to verify the validity of our scientific hypothesis, the possibilities of the method of teaching "Neuropedagogical binary lecture" to increase the effectiveness of the process of learning by children were tested at the 2nd academic lyceum in Navoi, Uzbekistan.
102 number of 2nd-year students and 3 physics teachers of the lyceum aged 16-17 took part in the experimental work.
The first, statement stage of the experimental work was conducted in February 2021. In doing so, we used the diagnostic method “Your Style Of Learning And Thinking, SOLAT” co-authored by Ellis Paul Torrance and C.R. Reynolds, T. Riegel, O.E. Ball to determine the dominant hemisphere, thinking strategy, and type of data acquisition of children in study groups.
Figures 1 and 2 below refer to the ratio of students in the control and experiment groups based on the Ellis Paul Torrance method in terms of thinking strategy and type of data acquisition.
Picture-1. The proportion of students with left, right, and mixed hemisphere leadership in the experimental group
Picture-2. The proportion of students with left, right, and mixed hemisphere leadership in the test group
At the same time, all students' mastery of the subjects was determined. The method of pedagogical diagnostics "study and analysis of educational documents" was used. The results obtained by means of diagnostic methods allowed a comparative analysis of the level of mastery of subjects by students in the leading hemispheres. (1-table).
Table-1
Functional organization of the student's brain and
the ratio between mastering the sciences
(statement stage)
№
|
Hemisphere leadership
|
Assimilation in the experimental group
|
Assimilation in the test group
|
Excellent
|
Good
|
Medium
|
Excellent
|
Good
|
Medium
|
1.
|
Left hemisphere leader (LH)
|
8%
|
16%
|
12%
|
10%
|
16%
|
8%
|
2.
|
Right hemisphere leader (RH)
|
14%
|
18%
|
2%
|
20%
|
16%
|
6%
|
3.
|
Mixed hemisphere (MH)
|
8%
|
18%
|
4%
|
8%
|
14%
|
2%
|
We began the formative phase of the experimental work after a comparative analysis of the students ’leading hemispheres and thinking strategies with their general mastery levels of the subjects. The formative phase of the pilot work was conducted in March-May 2021.
At this stage, it was suggested that the science teachers of the experimental groups perform the following tasks in order to use the method of "Neuropedagogical-binary lecture" in the classroom.
1. Tasks to be performed in preparation for the lesson:
- pre-assignment of thematic tasks to students;
- formulate two lecture texts that take into account the characteristics of children’s hemisphere strategy for a single lesson. The text of the first lecture should be an example of a text based on oral thinking, and the second - on the text-based on abstract-figurative thinking;
- selection of tasks and learning tasks, exhibition-visual and technical schematic materials for use by the subjects of the pedagogical process in the educational process;
- to determine the neuro-pedagogical relief of the study group by means of diagnostic methods, the ratio of students to the leading hemispheres, and their performance in science;
- select the most active student from the group as the “second speaker” for each lesson. Organize lesson preparation based on the text of the lecture that corresponds to the lateration profile for the second speaker.
2. Tasks to be performed during the course:
- one of the speakers will gradually refer the text to the study group according to a separate thinking strategy for each paragraph of the lecture text. Interpret each text with information according to the second speaker’s second thinking strategy;
- control of students' reception of information, the doing of tasks and assignments from the point of view of the leading hemisphere during the lesson by the teacher through "feedback";
- the teacher should pay attention to the activation of at least two representative systems of students in the classroom;
- to implement neuropedagogical collaboration by dividing students with different laterals into small groups and giving them mixed assignments in reinforcing the topic covered.
3. Tasks completed at the end of the lesson:
- students' own conclusions and interpretations of the information acquired through formative assessment;
- generalization of students ’conclusions by the teacher.
In the control phase, science teachers in the control groups continued to teach physics in the traditional way.
In the experimental groups, the method of "binary neuro-pedagogical lecture" was used in teaching each new topic.
In determining the level of students' mastery of learning materials in the experimental groups, the main attention was paid to the following factors:
- the teacher analyzes his / her activities before the beginning of the lesson, rationally plans, and then clearly determines the direction of joint activities with students;
- transparency of learning objectives;
- joint achievement of the set goals by the teacher and students;
- relying on the student’s conscious acceptance of learning information.
During the lesson, students' feedback and responses were continuously evaluated. It has been found that a science teacher’s more goal-oriented focus on students ’underdeveloped knowledge helps them to master the knowledge as fully as possible.
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