European International Journal of Pedagogics
251
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TYPE
Original Research
PAGE NO.
251-256
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Teaching
Methodology of The
Medicimal Plants of
Cupressaceae Family
Ruziyeva Nazira Ochilovna
Researcher of Uzbekistan national pedagogical university named after
Nizami, Uzbekistan
Uktam Eshtemirovcih Khujanazarov
Uzbekistan national pedagogical university named after Nizami,
Uzbekistan
Baxtiyorova Dilnoza Timurovna
Student of Natural sciences faculty in Uzbekistan national pedagogical
university named after Nizami, Uzbekistan
Abdullayeva Aygerim Kayumovna
Student of Natural sciences faculty in Uzbekistan national pedagogical
university named after Nizami, Uzbekistan
Abstract:
This paper involves information on the
botanical characteristics, genera, and species of
medicinal plants belonging to the cypress family.
Materials on the use of some methods related to the
methodology of teaching this topic are presented. The
article contains materials on botany and serves as a
useful source for deepening knowledge of plant
systematics.
Keywords:
Cupressaceae, conifers, seed plants, trees,
shrubs, lateral branches, method, Venn-diagram,
Juniper.
Introduction
:
The Cupressaceae are found in the fossil
record since the Jurassic; specifically, since 197-190
million years ago, represented by the extinct
species Austrohamia minuta (Escapa et al. 2008 in
Rothwell et al. 2012). The family arose via a whole-
genome-duplication (polyploidy) event that separated it,
in a clade that included the progenitor of both the
Cupressaceae and the Taxaceae, from the remaining
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European International Journal of Pedagogics
conifer lineages (a similar event gave rise to the Pinaceae
clade, and to the Welwitschiaceae) (Li et al. 2015) [2].
The
family
was
formerly
divided
between
Cupressaceae sensu strictu (genera with leaves opposite
in four ranks or whorled) and Taxodiaceae (leaves
mostly alternate). Foliage characters, however, are
seldom used as grounds for discriminating between
families. All genera treated here have seed cones in
which the bract-scale complexes are fused for most of
their common length, the 1-20 ovules are erect (but may
invert with maturity), and the paired seed wings, if
present, are derived from the seed coat (
). Study of plastid
(rbcL) DNA sequences has further confirmed the close
relationship between the Cupressaceae s.str. and the
genera formerly assigned to the Taxodiaceae. As shown
in the phylogenetic tree at right, the Cupressaceae sensu
strictu form a monophyletic clade, with the various
Taxodiaceae genera forming basal branches [3].
Theoretical bases and discussion.
Description.
Trees or shrubs, generally resinous and
aromatic, monoecious (usually dioecious in Juniperus).
Bark fibrous and furrowed (smooth or exfoliating in
plates in some Hesperocyparis and Juniperus species).
Lateral branches well developed, similar to leading
shoots, twigs terete, angled, or flattened dorsiventrally
(with structurally distinct lower and upper surfaces
in Thuja, Calocedrus, Thujopsis, Fokienia, Libocedrus, P
apuacedrus, and to a lesser extent in some other
genera), densely clothed by scalelike leaves or by
decurrent leaf bases; longest internodes to 1 cm; buds
undifferentiated and inconspicuous (except in Sequoia,
Metasequoia,
Cunninghamia and Juniperus sects. Juniperus and Caryo
cedrus).
Roots fibrous to woody (bearing aboveground "knees"
in Taxodium). Leaves simple, usually persisting 3-5(-12)
years and shed with lateral shoots (cladoptosic) (shed
annually in Taxodium, Glyptostrobus and Metasequoia;
leaves with an abscision zone and shed individually
in Juniperus Sects. Juniperus and Caryocedrus),
alternate and spirally arranged but sometimes twisted
so as to appear 2-ranked, or opposite in 4 ranks, or
whorled, deltate-scalelike to linear, decurrent, sessile or
petiolate; adult leaves appressed or spreading, often
differing between lateral and leading shoots (twigs
heterophyllous), sometimes strongly dimorphic on each
twig
(in Thuja,
Thujopsis,
Libocedrus,
Papuacedrus and Calocedrus, and weakly so in some
other genera) with lateral scale-leaf pairs conspicuously
keeled; juvenile leaves linear, flattened, spreading; often
with solitary abaxial resin gland; resin canal present.
Pollen cones maturing and shed annually, solitary,
terminal (rarely in clusters of 2-5, or to 20 or more
in Cunninghamia;
axillary
in Cryptomeria and Juniperus Sects.
Juniperus and Caryocedrus;
in
terminal
panicles
in Taxodium and Metasequoia), simple, spheric to
oblong; sporophylls overlapping, bearing 2-10 abaxial
microsporangia (pollen sacs); pollen spheric, not winged.
Seed cones maturing in 1-2 seasons, shed with short
shoots or persisting indefinitely on long-lived axes
(shattering at maturity in Taxodium), compound, solitary,
terminal (rarely in clusters of 2-5, or up to 100 or more
in Widdringtonia;
axillary
in Juniperus Sects. Juniperus and Caryocedrus);
scales
overlapping or abutting, fused to subtending bracts with
only bract apex sometimes free; each scale-bract complex
peltate, oblong or cuneate, at maturity woody or fleshy,
with 1-20 erect (inverted with age in Athrotaxis,
Cunninghamia, Glyptostrobus, Taiwania, Metasequoia,
Sequoia and Sequoiadendron), adaxial ovules. Seeds 1-20
per scale, not winged or with 2-3 symmetric or
asymmetric wings; aril lacking; cotyledons 2-5 (to 9
in Taxodium)
(M.P.
Frankis
[pers.
comm.
1999.02.16],
). All
Cupressaceae appear to share a vesicular-arbuscular
mycorrhiza (Newman and Reddell 1987, Brundrett 2008
and citations therein) [3].
Cupressus L.
Cypress Trees or large shrubs, often pyramidal in youth;
monoecious. STEMS: short shoots 4-angled or flat to
usually cylindric; in flat sprays or usually arrayed in 3
dimensions. LEAVES decussate, scale-like, closely
appressed overlapping. POLLEN CONES terminal, usually
yellow. SEED CONES terminal, 6-50 mm long, woody,
more or less spheric to broad cylindric, maturing first or
second year, usually closed more than 2 years; scales 6-
12, peltate, abutting, shield or wedge-shaped; scale
projection often present, small, pointed, usually less
visible with age. SEEDS 2-many per scale, more or less flat
to angled, winged; cotyledons 2-5. ca. 22 spp.; w N. Amer,
Medit. to e Asia. (Latin name for Cypress). Wolf, C. B.
1948. Aliso 1:1-250. [1].
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Picture 1
https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-
2.0/section/9.20/primary/lesson/gymnosperm-life-cycle-bio/
Juniper us L.
Juniper Shrubs or trees, usually dioecious. STEMS: short
shoots 4 angled to cylindric; bark usually thin, peeling in
strips or in one species thick, deeply fissured into
rectangular plates. LEAVES decussate or tricussate;
scale-like to less often awl- or needle-like. POLLEN
CONES: 3-5 mm long; sporophylls 6-24, decussate or
tricussate; pollen sacs 2-8 per sporophyll. SEED CONES
3-20 mm long, fleshy to fibrous to rarely obscurely
woody, berry-like, dry or fleshy, flavorless to resinous
(bitter) to sweet, usually glaucous, formed by fusion of
scales, more or less spheric, surrounded at base by
minute scale-like bracts; scales 3-8, decussate or
tricussate. SEEDS 1-3 per scale, terete or angled,
unwinged, usually dispersed by animals; cotyledons 2-6.
-ca. 60 spp; N. Hemisphere. (Latin name for juniper).
Adams, R.P. and T.A. Zanoni. 1979. Southw. Naturalist
24:323-329; Vasek, F.C. 1966. Brittonia 18:350-372;
Zanoni, T.A. 1978. Phytologia 38:433-454 [1].
AFTER EXPLAINING THE TOPIC, WE CAN REINFORCE IT
USING THE FOLLOWING METHODS
A two-column table (or two-column table) is a method,
which can also be called a comparison or matching
method.
Method name
: Matching method.
Purpose
: This method develops students' attention,
memorization, and analysis skills
Description:
• On one side of the table (for example, on the
left), Latin terms or species are written.
• On the other sid
e (on the right), their Uzbek
names are placed.
• The student is required to match each Latin
name to the correct Uzbek one.
Application:
• In teaching scientific and folk names in biology,
botany, and zoology classes.
• In memorizing new terms.
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• In incre
asing vocabulary.
Task 1: Match the Latin words with their Uzbek counterparts using the table below
1.
Cupressus Sempervirens.
A. Common cypress
2.
Juniperus Communis.
B. Common juniper
3.
Thuja Occidentalis
C. Western camellia
4.
Juniperus Sabina
D. Black juniper
5.
Calocedrus decurrens
E. California yellow cedar
6.
Juniperus Virginiana
F. Virginia spruce
1-a
2-b
3-c
4-d
5-e
6-f
Task 2. Using a Venn diagram, arrange the
characteristics of juniper and cypress plants
A Venn diagram
is a method for graphically representing
the similarities and differences between two or more
sets.
Main features:
• Each set is represented by a circle.
• Common (similar) signs are written where the
circles intersect.
• In the specific (non
-intersecting) part of each
circle, signs specific to that set are written only.
Uses:
• Comparing two or more concepts, phenomena,
or objects.
• Clarifying differences and similarities.
• Developing analysis and logical thinking.
Juniper
(Juniperus)
Some are shrubs,
some are trees. The
fruit is often ovoid.
The leaves are
needle-like. It grows
slowly in the early
years. It is very cold-
resistant. It is
resistant to infection.
It grows a lot in
mountains and
forests.
Cupressus
It grows only as a tree.
It is 30 m high. The
fruit is a hard cone. The
leaves are densely
arranged. It is not picky
about soil. But it grows
in a sunny place. It has
the property of trapping
dust in the air. The
wood is strong and
durable.
Its
leaves
are
needle-
like. It
prevent
s soil
erosion
.
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The
T-chart method
is a graphical method used to compare and contrast the similarities and differences
between two or more objects, phenomena, or concepts. It is structured in the shape of a
“
T
”
, hence the name
“
T-chart
”
.
Task 3. Analyze the
Cupressaceae
family pecularities
Similarities.
Differences.
1. Coniferous plant
Flat needle-like
2. Distinguished by pollen.
Large tree-like
3. Cone fruits
Very tall 100m
4. Evergreen
Sometimes partially deciduous
5. Wood is strong
Evergreen
6. Appearance
Close to the grove
The teaching method is crucial for several reasons:
1.
Engagement
and
Motivation
:
Effective
teaching methods can enhance student
engagement and motivation. Interactive and
student-centered approaches often lead to
higher levels of participation and interest in the
subject matter.
2.
Learning Styles
: Different students have
varying learning preferences (visual, auditory,
kinesthetic, etc.). A diverse set of teaching
methods can cater to these different styles,
making it easier for all students to grasp
concepts.
3.
Retention of Knowledge
: Certain methods,
such as active learning and collaborative
projects, have been shown to improve
knowledge retention. When students are
actively involved in their learning, they are
more likely to remember and apply what
they’ve learned.
4.
Critical
Thinking
and
Problem-Solving
:
Methods that encourage inquiry, discussion,
and exploration help students develop critical
thinking and problem-solving skills. These skills
are essential for success in both academic and
real-world contexts.
5.
Adaptability
: A good teaching method allows
for flexibility and adaptation to meet the needs
of diverse classrooms. This can include
adjusting for different skill levels, backgrounds,
and interests.
6.
Assessment and Feedback
: Effective methods
often incorporate formative assessment and
feedback, enabling teachers to gauge student
understanding
and
adjust
instruction
accordingly.
7.
Real-World Application
: Teaching methods that
incorporate
real-world
scenarios
and
applications help students understand the
relevance of their studies, making learning more
meaningful.
8.
Social Skills Development
: Collaborative and
group-based teaching methods foster social
interaction,
helping
students
develop
communication and teamwork skills essential
for their future careers. [5]
CONCLUSION
We will approve the view of
Suaad Hadi Hassan Al-Taai on
teaching methods that th
e teaching method is defined as
the set of performances that the teacher uses to achieve
expected behavior among learners. Teaching methods
are one of the components of the curriculum. The
prevailing thinking in the field of teaching is the trend
towards selection, that is, choosing what appears to be
the best of various methods and methods. Selection
requires an effort from the teacher, because teaching
includes more than knowledge of methods, as the
teacher's knowledge of psychological and linguistic
theories. Teaching methods alone are neither sufficient
nor guarantee success [6].
REFERENCES
Jim Bartel. Cupressaceae-Cyprus family. July 1993.
Journal of the Arizona-Nevada Academy of Science
200
Li, Zheng, Anthony E. Baniaga, Emily B. Sessa, Moira
Scascitelli, Sean W. Graham, Loren H. Rieseberg, and
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Michael S. Barker. 2015. Early genome duplications in
conifers
and
other
seed
plants. Science
Advances 1(10):e1501084.3.
Britannica.com
–
Cupressaceae | Plant family.
https://www.conifers.org/cu/Cupressaceae.php
4
https://flexbooks.ck12.org/cbook/ck-12-biology-
flexbook-
2.0/section/9.20/primary/lesson/gymnosperm-life-
cycle-bio/
https://www.quora.com/What-is-the-importance-of-
the-teaching-method
https://www.abacademies.org/articles/teaching-
methods-are-a-study-of-their-importance-and-types-in-
educational-institutions-13497.html
