CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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53
VOLUME:
Vol.06 Issue01 2025
10.37547/pedagogics-crjp-06-01-13
Page: - 53-57
RESEARCH ARTICLE
The Pedagogical Characteristics of Implementing Problem-
Based Learning Technologies in Teaching English
Methodology
Bakhronova Zulfiya Ravshanovna
PhD student at Bukhara State Pedagogical Institute, Uzbekistan
Received:
25 November 2024
Accepted:
28 December 2024
Published:
30 January 2025
INTRODUCTION
It is impossible to imagine today's modern education
without interactive methods. Active methods that reveal
the content of the lesson serve as practical assistants for
both the student and the teacher. Unlike traditional lessons,
these methods invigorate the teaching process and, most
importantly, foster the student's consciousness. Today, our
country
is
providing
significant
privileges
and
opportunities to teachers and the upbringing of the younger
generation. For this reason, it is necessary to accept
students who are knowledgeable, moral, and possess the
unique thinking of the Uzbek nation into the higher
education system, to equip them with modern knowledge,
and to elevate them to the level of great individuals in a
high sense. In fulfilling this task, the role of subject
teachers is of great importance. Each subject teacher must
possess
comprehensive
knowledge,
skills,
and
competencies in their respective subject. In addition to
knowledge of the subject and practical teaching methods,
an English language teacher must understand child
psychology according to their age and master the
techniques for implementing all stages of pre-education.
By forming the didactic foundations of the English
language subject, it is necessary to convey knowledge
based on one's life experience, taking into account the
general methods of teaching and the age of the children.
The educator must enrich their own experience without
merely copying the experiences of others, and as a result,
the educational process will improve because each person
has their own unique style and personal worldview. Using
various teaching methods, technologies, and innovations in
the subject can serve as an effective foundation for
developing knowledge and skills in students and young
learners. Moreover, many renowned scholars in our
republic are striving to create scientifically based
pedagogical technologies that are adapted to the socio-
pedagogical conditions of our region and to implement
them in the educational system.
The main goal of problem-based learning technology is to
enhance the independence and activity of learners, develop
their thinking, and strengthen the application of acquired
knowledge in practice. In pedagogical and psychological
literature, when discussing the scientific and theoretical
foundations of problem-based learning, there are instances
where it is considered an educational method, principle, or
a separate system. Regardless of what it is called, the main
characteristic of problem-based learning is to enhance the
learner's intellectual activity, independent creative
research, and the discovery of new knowledge, skills, and
ABSTRACT
This article theoretically analyzes the formation, pedagogical characteristics, and components of problem-based learning
technology. And the article discusses methodologies for effectively applying problem-based learning technologies in the process
of teaching English.
Keywords:
Expressive and receptive skills, illustrative teaching, integral basis, modern epistemology, psychology, didactics, cybernetics, speech competence.
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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54
competencies for themselves.
As is known, problem-based learning emerged in the early
20th century (J. Bruner, K. Dunker, J. Dewey, G. Polya,
and others) through the development of theoretical
foundations by foreign (V. Okon) and local researchers (A.
V. Brushlinskiy, A.A. Verbitskiy, T.V. Kudryavtsev, I.Ya.
Lerner,
M.I.
Maxmutov).
Scientists
defined
the
problematic situation as the beginning of the thinking
process in their research, examining its stages (S.L.
Rubinshteyn), studying the role of the problematic
situation in thinking and learning (A.M. Matyushkin),
developing types of problematic situations (A.V.
Brushlinskiy, T.V. Kudryavtsev, V.T. Kudryavtsev, A.M.
Matyushkin, M.I. Maxmutov), classifying problematic
tasks (V. Okon), studying the system of problematic
situations, problems, and problematic tasks (I.Ya. Lerner),
and many other aspects. Thus, one of the issues that
interested researchers in the theory of problem-based
learning was the analysis of the concept of a problematic
situation, as defined by A.M. Matyushkin, from the
positions of the object (the unknown in the object) and the
subject (the cognitive and communicative needs and
capabilities of the subject).
The technology of problem-based learning can be
effectively applied as a unit of problem-based foreign
language teaching, particularly in teaching foreign
language grammar. Based on the unique characteristics of
structuring grammar within the language system, it can be
described as a specific object of problematic teaching of a
foreign language. Grammar develops thinking and
organizes the mind because it has rules and algorithms.
Grammatical phenomena have form, meaning, and usage,
and their interconnections can clearly illustrate the
contradictions identified in the learning process across
different languages.
Accordingly, during the process of solving the educational
problem, the contradiction is eliminated, and its removal
leads to the effective development of the educational
material (according to the criteria of correctness, volume,
and diversity of forms). V. Okon interprets the definition
of problem-based learning as an effective teaching method,
believing that problem-based learning allows for the
retention of knowledge, the development of skills,
competencies, and cognitive interest, and also holds
significant educational importance. Speaking about the
effectiveness
of
problem-based
learning,
A.M.
Matyushkin, like V.Okon, demonstrates the educational
significance of this method. As the author pointed out, in
the context of problem-based education, the assimilation
process stops. It becomes solely an intellectual process,
turning into a personal one. Therefore, it emphasizes that it
allows us to integrate the process of education and
upbringing, the process of knowledge acquisition, and the
process of shaping a student's worldview.[1]. At the same
time, A. M. Matyushkin believes that despite the great
effectiveness of problem-based learning, its use cannot be
absolute. Thus, A. M. Matyushkin writes: "The
psychological justification of the problem-based teaching
method and the study of its pedagogical effectiveness
should not, under any circumstances, lead to its
absoluteness for all conditions and types of teaching." At
the same time, however, it is very important to retain the
name of the problem-based teaching method, unlike other
teaching methods" [2].
I. Ya Lerner, while studying modern concepts of education.
He emphasizes, "If the ideas of problem-based learning are
not given attention, none of the approaches can fully shape
the modern educational process." Therefore, problem-
based learning is considered the integral foundation of the
entire education system. Accordingly, problem-based
learning should perform three functions:
1) developing creative potential and forming the structures
of creative activity;
2) creatively mastering knowledge and methods of activity;
3) creatively mastering modern scientific methods.
The implementation of these functions is certainly carried
out through problem-based learning methods (types). In
this regard, I.Ya. Lerner writes: "Real practice gives rise to
three types of problem-based education characterized by a
specific system of actions for the teacher and the student,
that is, teaching methods." It should be noted that the
scholar uses the terms method and type as synonyms from
this point of view. Thus, I. Ya Lerner identifies three
methods of problem-based learning:
1) presenting the problem;
2) partial search or heuristic method;
3) research method.
Taking into account problem-based learning, T.V.
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Kudryavtsev writes: “The educational process, which has
the important characteristics of modeling the thinking
process and an active search character, can be called
problem-based learning, as opposed to illustrative
teaching.” Problem-based learning involves creating
(organizing) problem situations for students, where the
process of joint activity between students and teachers
consists of the former's maximum independence and the
latter's overall guidance in recognizing and solving these
situations" [3].
According to A.V. Brushlinsky, the problem-based
"teaching method aims to bring the student to the state of
'discoverer', 'researcher', and to confront possible questions
and problems." A.V. Bryshlinskiy describes problem-
based education as a teaching method that is "developing,
educational, because it significantly enhances the overall
level of a person's intellectual development." [4].
M.I. Maxmutov, defining problem-based education as a
type and system, emphasizes that problem-based education
is a distinct type of interrelated activity between the teacher
and the student, characterized by a system of problem
situations. This activity stands out with its system of
techniques and teaching methods re-evaluated from the
perspective
of
modern
epistemology,
psychology,
didactics, sociology, cybernetics, and pedagogical practice
achievements. The novelty of this didactic system is based
on this fact. Until now, the principle of mastering
problematic
knowledge,
which
has
been
applied
spontaneously and intuitively in the process of practical
learning, becomes a consciously applied principle, and
under the influence of its firmly reinforcing characteristic,
the functional purpose of the system of didactic principles
changes.
According to the author, the problem-based learning type
"cannot solve all educational problems, therefore it cannot
replace the entire education system, which includes various
types, methods, and forms of organizing the educational
process." However, the general education system cannot
truly develop without problem-based learning because its
foundation is formed by a system of problem situations"
[5].
In turn, V.T. Kudryavtsev provides the following
definition: "problem-based learning is a type of
developmental education, the content of which is
expressed through a system of problem tasks of varying
levels of complexity." In the process of solving such
problems, students assimilate new knowledge and methods
of action in joint activities with the teacher and under their
general guidance, thereby developing creative abilities,
such as effective thinking, imagination, cognitive
motivation, and intellectual feelings [6].
The essence of problem-based learning, according to T.A.
Ilyina, is primarily seen in the organizational structure of
the student's cognitive activity process. Therefore, in her
opinion, "problem-based learning cannot be considered
either a special teaching method (according to I.Ya.
Lerner) or some kind of new teaching system (according to
M.I. Maxmutov) because it is applied within the
framework of other methods." In our opinion, M.N.
Skatkin considers this issue as a special approach to
organizing teaching, which primarily manifests in the
nature of students' cognitive activity. Thus, from a
pedagogical point of view, the problem-based learning
approach (T.A. Ilyina), method (A.V. Bryshlinskiy, I.Ya.
Lerner, A.M. Matyushkin, V. Okon), and type and system
of education (V.T. Kudryavtsev, T.V. Kudryavtsev, M.I.
Maxmutov) are explained.
According to S.F. Shatilov, the content of teaching foreign
language grammar can be viewed in the context of the
overall content of teaching a foreign language. According
to S.F. Shatilov, the components of the content of foreign
language teaching include language material, knowledge
of its usage rules, skills and competencies, topics of texts,
and the cultivation of students' emotional sphere. The main
goal of teaching grammar, according to S.F. Shatilov, is "to
develop grammatical speech skills as an important
component of students' speech, listening, reading, and
writing skills" [8]. S.F. Shatilov examines grammatical
skills in the context of speech activities, specifically the
expressive - speech and writing, and receptive - reading
and listening types.
A number of researchers base their approach to teaching
grammar on P.Ya. Galperin's theory of the step-by-step
formation of mental actions. In teaching foreign languages,
the application of the theory of the step-by-step formation
of mental actions identifies three stages of skill and
competence development: acquaintance, instruction, and
practice [9]. The first stage is aimed at creating an
indicative basis for students' actions through a heuristic
conversation conducted by the teacher. The second stage
ensures the formation of grammatical skills practiced in
individual operations, and then in group operations. The
third stage is focused on developing skills and
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competencies in a communicative setting within the
framework of the topic proposed by the teacher. Thus, L.V.
Skopova not only discusses the step-by-step formation of
knowledge, skills, and competencies but also reveals the
characteristics of directly applying a problem-based
approach in the process of developing grammatical
knowledge, skills, and competencies through heuristic
conversation.
From the above thoughts, it is evident that effectively using
various methods of problem-based learning technology in
teaching English to develop students' grammatical and
speech competencies serves to ensure the effectiveness of
the teaching process. Below, we provide an example of the
heuristic interview method.
Your journalist friend needs to interview a famous
musician. Your friend asks you for help. Help him create
interview questions and then write an article.
•
Interviewer: ...?
•
Dennis: I was 5 years old when I began to work on
my music.
•
Interviewer: ... ?
•
Dennis: I don’t remember much about it. I
remember singing at the top of my voice, dancing with real
joy and working too hard for a child.
•
Interviewer ... ?
•
Dennis No, I didn’t. I had no time to play with
other children.
•
Interviewer: ... ?
•
Dennis: I made my first record 10 years ago and it
didn’t do very well. But my next record reached number
one.
•
Interviewer: ...?
•
Dennis: I read books, go to the swimming pool,
watch soap operas.
Accordingly, it is possible to effectively develop speaking
skills in English through heuristic question-and-answer
sessions. In conclusion, it can be said that the components
of problem-based learning technology in teaching English
pedagogically serve as a means for the teacher to activate
students' thinking, develop their cognitive abilities,
interests, and motivation, manage students' knowledge
activities, and monitor the assimilation of educational
material by students. For the student, it serves as a stimulus
to activate thinking, a method for assimilating educational
material and developing cognitive abilities, and a method
for self-monitoring the assimilation of educational
material.
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M.I.
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