DOI: 
http://dx.doi.org/10.15293/1813-4718.2305.05
UDC: 
37.091.3:57(045)
Markinov Ivan Fedorovich
Кандидат педагогических наук, Assoc. Prof. of the Department of Biology, Geography and Teaching Methods, M. E. Evseviev Mordovian State Pedagogical University, mark33@list.ru, Saransk
Jakunchev Mihail Aleksandrovich
Доктор педагогических наук, Dr. Sci. (Pedag.), Prof. of the Department of Biology, Geography and Teaching Methods, M. E. Evseviev Mordovian State Pedagogical University, mprof@list.ru, Saransk
Semenova Natalia Gennadievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Biology, Geography and Teaching Methods, M. E. Evseviev Mordovian State Pedagogical University, natashasemenovak@mail.ru, Saransk
Kapustina Yulia F.
Graduate student of the Department of Biology, Geography and Teaching Methods, M. E. Evseviev Mordovian State Pedagogical University, 30121994@bk.ru, Saransk

Results of Training for Secondary School Students to the Interpretation of Educational Material in Biology

Abstract: 
In the article, interpretation is characterized as a theoretical method and a logical procedure, which together provide increased efficiency in the cognition of living objects. Students’ mastery of interpretation is better carried out in stages – propaedeutic, basic and diagnostic. They were implemented in experimental work in grades 5–9, on the basis of which significant results were obtained in terms of knowledge and skills. For their diagnosis, criteria with corresponding indicators and control tasks of four levels of complexity have been developed. Data from a pedagogical experiment indicate an increase in the efficiency of students’ cognition of living objects using interpretation tools. Purpose of the article. Presentation of the results of preparing students in grades 5–9 to interpret educational material in biology. Research methodology. The priority methodological basis is an activity-based approach, which involves the use of interpretation by students to expand the capabilities of educational biological cognition. Research methods. Methods of the theoretical level – analysis of published sources on the stated topic, systematization and generalization of research material. Empirical level methods – pedagogical experiment, diagnostics of learning results, interpretation, elementary mathematical calculations of the obtained data. Conclusion. The use of interpretation as a theoretical method and logical procedure in the preparation of students in biology can increase the efficiency of their knowledge of living objects. The diagnostic criteria and indicators proposed by the authors, as well as multi-level control tasks, make it possible to objectively evaluate the results of preparing secondary school students to interpret educational material in biology.
Keywords: 
teaching biology at school; interpretation as an element of natural science literacy; interpretation as a method and procedure for cognition of living objects; criteria, indicators and results of teaching interpretation on subject material
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References: 

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