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Maktablarda robototexnikani o‘qitish: pedagogik muammolar va innovatsion yechimlar tahlili (5–7-sinflar misolida)
Annotatsiya
Ushbu tahliliy maqolada O‘zbekiston maktablarida 5–7-sinf (11–13 yosh)
o‘quvchilariga robototexnika asoslarini o‘qitishdagi pedagogik muammolar
tizimlashtiriladi va STEAM hamda computational thinking (CT) yondashuvlari asosida
innovatsion yechimlar taklif etiladi. Tadqiqot dizayni normativ-huquqiy hujjatlar, xalqaro
ta’lim standartlari va ilmiy adabiyotlar sintezi hamda muallifning amaliy kuzatuvlari asosida
qurilgan. Natijada metodologik “uzuklik” (konstruksiya yig‘ish bilan cheklanish),
texnologik-iqtisodiy to‘siqlar va “raqamli tengsizlik”, o‘qituvchi kompetensiyasi va
baholash tizimidagi bo‘shliqlar asosiy to‘siqlar sifatida ajratildi. Maqola spiral-modul o‘quv
dizayni, PBL/inquiry yondashuvlari va mezonli rubrika asosida baholashni joriy etish
bo‘yicha amaliy tavsiyalarni beradi.
Kalit so‘zlar
robototexnika, STEAM, computational thinking, 5–7-sinf, PBL
Foydalanilgan adabiyotlar
[4] A. Sullivan and M. U. Bers, "VEX-IQ Robotics: Gender differences in 5th-7th
grade," Journal of Research on Technology in Education, 2019.
[5] M. Kandlhofer and G. Steinbauer, "Evaluating the impact of educational robotics
on pupils' skills and attitudes," Robotics and Autonomous Systems, vol. 75, pp. 273–285,
2016.
[6] F. A. Alimova, "Methods of teaching robotics in general education schools,"
Journal of Uzbekistan National University, 2021.
[7] B. Zhong et al., "Can simulation replace real robots in education?" Computers &
Education, vol. 143, 2020.
[8] S. Papadakis, "The use of robots in the 21st-century school: A systematic review,"
Frontiers in Education, 2021.