Features of the development of regulatory universal educational actions in adolescents during biology lessons

Abstract

The article presents a theoretical analysis of research on the problem of development of regulatory universal educational actions in adolescents in biology lessons. The authors examined the possibilities and potential of biology lessons in the development of components of regulatory universal educational activities in adolescents, presented forms of organization of the educational process and pedagogical experience in the development of goal setting, planning, forecasting, assessment control, correction and self-regulation in adolescents when studying biology. All this activity is necessary both for mastering knowledge and skills in the biology course and contributes to the development of regulatory universal educational activities. Project activities in biology lessons are often carried out as research activities to find new, previously unknown knowledge: children work with living biological objects, for example, fish, protozoa, small rodents, with different types of plants, so it is difficult to predict in advance the result of an observation or experiment, always footnotes should be made regarding conditions, timing, activities, and other factors. In the course of solving project problems in biology, adolescents demonstrate and improve their skills in formulating goals and objectives, planning and predicting stages of activity, monitoring and correcting activities at different stages of the project, and making assessments.