Scientific and Pedagogical Foundations of the Project Method in

Robotics

Nasriddinov Dadakhon Kamiljanovich

Academy of the Ministry of Emergency Situations of the Republic of Uzbekistan, Uzbekistan

Keywords: Familiarization with the Problem, Brainstorm, Make a List of What is Known, Make a List of What is

Unknown, Make a List of What Needs to be Done to Solve the Problem, Problem Definition, Getting

Information, Presentation of Results.

Abstract: In today's educational landscape, teachers are presented with numerous learning strategies and technologies

to foster innovation in the learning process. This abstract explores the challenges and opportunities associated

with creating engaging and dynamic learning environments. Project-based learning emerges as a promising

approach, encouraging active participation and goal-oriented activity beyond traditional classroom settings.

Moreover, problem-based learning offers a methodology centred on inquiry, research, and reflection,

empowering learners to tackle complex problems autonomously. Through collaborative efforts, students not

only develop critical thinking skills but also enhance their ability to work in diverse teams. Drawing from

theories by Vygotsky and Dewey, collaborative group work is emphasized as a means to cultivate essential

interpersonal skills. The abstract also discusses practical considerations for implementing project-based and

collaborative learning, including group formation, resource allocation, and assessment strategies. By

embracing innovative teaching methodologies, educators can create enriching learning experiences that foster

creativity, critical thinking, and collaboration among students.

1 INTRODUCTION

The idea of project-based work is that schools use

them in the educational process to initiate “activity

with a goal”. Projects help create an enriching

learning environment that goes beyond the classroom.

One of the notions of formal education is that it

should take place within the classroom, which is

countered by the project-based approach.

In addition to its practical focus on a specific

result, the project method has signs of scientific

character in the research activities of students.

Experiential experimentation enables students to

understand how scientists create new knowledge.

Educators must also be innovators, as they must

convey modern scientific knowledge to students, as

well as train them to “accumulate knowledge” on

their own.

The scientific training of students is a problem

that has attracted the attention of researchers for

several decades. One of the popular pedagogical

technologies used in this direction is problem-based

learning.

2 LITERARY REVIEW

Problem-solving learning is a methodology focused

on learning, research and reflection that is carried out

by learners in order to arrive at a solution to a problem

posed by the teacher.

As a rule, as part of such an educational process,

the teacher explains part of the educational material,

and then offers students activities to apply such

content. However, problem-based learning is a means

for students to apply knowledge to solve a specific

problem. In this methodology, the main actors of

learning are the learners themselves, who take

responsibility for active participation in the

educational process.

Through problem-based learning, students can

develop their critical thinking and ability to identify

and characterize problems by integrating knowledge

gained from various fields. In the process of solving

problems that arise in projects, an awareness of one's

own learning is created, which contributes to

dedication and self-esteem. Thus, students follow the

path of research that will allow them to improve their

skills in finding, managing and preserving

Kamiljanovich, N.

Scientiﬁc and Pedagogical Foundations of the Project Method in Robotics.

DOI: 10.5220/0012867200003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 435-437

ISBN: 978-989-758-723-8

435

information, and force them to plan strategies for

solving problems, increase the effectiveness of their

own reasoning and their level of creativity.

Here is an example of an algorithm for

considering the problem:

 Familiarization with the problem.

 Brainstorm.

 Make a list of what is known.

 Make a list of what is unknown.

 Make a list of what needs to be done to solve

the problem.

 Problem definition.

 Getting information.

 Presentation of results.

To implement problem-based learning in the

educational process, the teacher must prepare and

think through problem situations that students will

work on. These problem situations should be

correlated with the goals that students should achieve

in the process of activity. It is necessary to provide for

the possibility of both individual and group work of

students, which allows them to exchange ideas,

identify difficulties and directions for solving the

problem. Time is solving the problem should be

limited, given the complexity of the problem.

Group work is a method often used by teachers. It

can be organized both with the distribution of

responsibilities, when each member of the group is

responsible for performing a specific task, and at the

final stage, all participants unite, or jointly, when all

members of the group simultaneously perform all the

necessary tasks.

Learning at school requires teamwork and

cooperation. Thus, students develop their individual

and group skills. The discussion processes inherent in

the activity prepare team members to defend their

ideas on the basis of consistent arguments, as well as

learn to accept the ideas of others.

In accordance with the learning theories of

Vygotsky, Dewey and other educators, collaborative

group work prepares students to:

 Actively participate in collective activities.

 Accept and fulfil group commitments.

 Help others and ask when needed.

 Put your individual strengths at the service of

others.

 Accept the opinions of others.

 Understand the needs of others.

 Establish contacts with others, including

representatives of other cultures.

 Set goals, objectives, resources, roles, etc.

 Critically and respectfully listen to your

interlocutors.

 Express your ideas and approaches in a

reasonable manner.

 Accept valid criticism from other people.

 Develop interpersonal skills, etc.

Many studies show that groups that include

people with different types of thinking demonstrate

the greatest efficiency in work, rather than those with

the same type. Collaboration in project work arises

from the recognition that there are activities that

cannot be done alone. Therefore, in order to increase

the effectiveness of the results of the practice-oriented

activity based on the project method, it is necessary

not only to generate one’s own knowledge, but also

share them with other members of the group.

Thus, learning is about taking responsibility for

the process of acquiring, processing, analysing

information and organizing the transfer of results to

others. The teacher is responsible for informing

students about this and showing them help in creating

suitable conditions for learning.

Groups can be formed based on the following

factors:

 Restrictions on the quantitative composition

of the group (more often, as the optimal

composition of 3-4 people is recommended).

 Combining into groups, taking into account

the personal sympathies of students.

 Grouping by the teacher based on

pedagogical goals.

 Random grouping.

When organizing the educational process, it must

be taken into account that each group consists of

students of different performance. However, it is

recommended that the average performance of each

group should be the same. A balanced distribution of

group composition by gender is also recommended.

Robotics projects can be developed using a

variety of tools. Analysis of projects allows you to

highlight important aspects in this activity.

3 CONCLUSIONS

In general, a collaborative research project consists of

a planning phase, an implementation phase, and an

evaluation phase, which will be described in detail

below. However, in the process of developing such a

joint project, students may need to work both in

groups and individually. It should be noted that the

usual classroom space may not be enough for this.

Some of the participants may need to go to the library,

others to the computer lab. The classroom or student

workplace expands its boundaries because the

learning objectives expand. It is necessary to take into

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

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account and study the advantages and disadvantages

of moving from a traditional organization to planning

and implementing joint projects.

Collaborative learning differs significantly from the

theory and practice of traditional classroom learning

and requires a different approach to working with

children. Collaborative learning does not exclusively

include tasks aimed at “production”, where the

elements are specific and predictable results, and

where the achievement of the “product” determines

the activity. In collaborative learning, although skills

may be specific, it is not always possible to specify

their results.

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Publishing house of NGPU, 2018. S. 22-26.

D.Y.Chupin. Modern requirements for the content of the

training of pedagogical personnel of a technological

profile in the Novosibirsk region// Nizhny Novgorod

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