Methodology of Using International Assessment Programs in

Developing the Scientific Literacy of Future Teachers

Iskandar Shernazarov

, Lobarkhan Karakhanova

, Dilrabo Elmuratova

Maksudjon Tilyabov

and Nazokat Saidkhanova

Tashkent State Pedagogical University named after Nizami, Uzbekistan

Scientific Research Institute of Pedagogical Sciences of Uzbekistan named after Qori Niyozi, Tashkent, Uzbekistan

Gulistan State Pedagogical Institute, Tashkent, Uzbekistan

Finland Pedagogical Institute, Samarkand, Uzbekistan

Institute of Engineers of Irrigation and Agricultural Mechanization, Tashkent, Uzbekistan

Keywords: OECD, Context, OUCEA, PISA, Competence Model, Natural-Scientific Literacy: Research, Practical,

Scientific-Practical, Basic and Science-Related Competencies, Intellectual Potential, Creative Thinking

Professionals.

Abstract: The article is based on the development of the methodology for the development of natural-scientific literacy

of future students studying in the field of natural science, the problems and solutions for the development of

natural-scientific literacy of students in their continuing education institutions in the future, changes in the

educational system of developed countries and our republic. and their efforts to achieve good. results in

international evaluation studies, finally, the scientific-methodical foundations of the methodology of

developing natural-scientific literacy in our teachers have been explained step by step. Competencies of

natural and scientific literacy, scientific explanation of phenomena, design and evaluation of scientific

research, scientific interpretation of data and evidence are explained on the basis of examples. Opinions and

comments, conclusions and recommendations are given about the development of contextual assignments and

the provision of didactic materials for the development of natural-scientific literacy among teachers.

1 INTRODUCTION

The global socio-economic changes in the world,

including the changes in the education system, have

focused on the practice of training intellectually

competent, talented, creative thinking specialists, on

increasing the ability of teachers to participate in

international evaluation studies, and on natural-

scientific literacy. In this way, an integrative activity

is carried out, which brings together various modern

approaches to the organization of the educational

process of teachers, and therefore directs the natural-

scientific literacy and creative thinking of students to

practice, and allows the formation of functional

literacy for students in the educational system. In

https://orcid.org/0000-0002-7791-8157

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https://orcid.org/0000-0003-3783-9857

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https://orcid.org/0000-0002-0652-5962

particular, in the international evaluation programs

implemented by the Organization for Economic

Cooperation and Development (OECD), the need to

make extensive use of the achievements of science

and innovation activity in the education system and to

introduce changes in the education system was

emphasized (Ergashovich 2023).

Be advised that papers in a technically unsuitable

form will be returned for retyping. After returned the

manuscript must be appropriately modified.

Dated

May 11, 2022 "On approval of the national program

for the development of public education in 2022-

2026", which was adopted in order to develop the

quality of education in our country, participate in

international evaluation research programs and take

908

Shernazarov, I., Karakhanova, L., Elmuratova, D., Tilyabov, M. and Saidkhanova, N.

Methodology of Using International Assessment Programs in Developing the Scientiﬁc Literacy of Future Teachers.

DOI: 10.5220/0012933500003882

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 908-916

ISBN: 978-989-758-723-8

its rightful place Decree No. PQ-289 of June 21, 2022

"On measures to improve the quality of pedagogical

education and further develop the activities of higher

educational institutions for the training of

pedagogical personnel" on the rating of the PISA

international assessment program in the country by

2030 made it a priority to become one of the first 30

advanced countries of the world.

In order to ensure the performance of the specified

tasks, scientific research is being conducted to

develop and implement innovative methods of

assessment and development of students' reading,

mathematical and natural-scientific literacy, creative

thinking of the International Assessment Research

PISA, TIMSS, PIRLS programs (Ergashovich 2023).

Creating a scientific context. The activities of a

large number of scientific institutions that carry out

pedagogical scientific research in developed

countries are aimed at improving and improving

educational programs. Effective research is being

carried out to ensure that the quality changes in the

field of education correspond to international

educational requirements, to develop students'

reading, mathematical, natural-scientific literacy and

creative thinking, to participate in international

assessment programs and achieve positive results.

Therefore, it is recommended to carry out research

aimed at implementing an educational environment

that provides conditions for students to use their

competencies, realize their abilities, creativity, and

initiatives (Shernazarov et al 2023).

No. PF-5538 of the President of the Republic of

Uzbekistan dated September 5, 2018 "On additional

measures to improve the public education

management system", "Republic of Uzbekistan"

dated April 29, 2019 Decree No. PF-5712 "On

approving the concept of development of the public

education system until 2030", Decree of the Cabinet

of Ministers of the Republic of Uzbekistan dated

December 8, 2018 "Organization of international

studies in the field of education quality assessment in

the public education system" - activities" This

research work serves to a great extent to fulfill the

tasks defined in the decision No. 997 and other

regulatory and legal documents related to this field.

2 STUDYING LITERATURE

RELATED TO RESEARCH

The Oxford University Center for Educational

Assessment (OUCEA) and the Organization for Co-

operation and Development (OECD) operate as a

national center for assessing students' knowledge and

skills in reading, mathematics and science in England,

Wales and Northern Ireland. Since 1997, through the

international evaluation program, he has conducted

research on the assessment of students' ability to

reason and effectively apply their knowledge based

on the acquired knowledge in school education

systems around the world (Bektosheva 2022).

According to these international evaluation studies,

research related to the development of students'

reading, mathematics, science literacy and creative

thinking is carried out by the world's leading

scientific centers, such as Shanghai and Xi'an

Universities (Xitou), East China University (Xitou),

Purdue, West Lafayette, Kentucky. , Lexington

University (USA), Utara University (Malaysia), Kent

University (UK), Singapore National University

(Singapore), Hokkaido University (Japan), Bashkir

State University (Russia), Belarus State University

(Republic of Belarus) along with educational

institutions, it is also conducted in several higher

educational institutions in Uzbekistan (Ergashovich

2022).

2.1 Level of Study of the Problem.

In the countries of the Commonwealth of Independent

States, scientists G.S. Kovaleva, L.O. Roslova, G.A.

Sidorova, A. Ue. Pentin on the assessment and

development of creative thinking in the context of the

international study PISA, B.Ue. Mikhaulovich,

Ue.M. Bugakova, L.S. Bautimerova, V.M.

Grebennikova, K.B. Belikov "the concept of creative

activity of learners", its formation and development,

the basic content of the formation of creative and

creative abilities, T.P. Pouudis, E.V. Sivak,

D.M.Mirzanurova, T.S.Skilevaua, A.Uu.Pentin,

G.Uu.Semuonova, Ue.A.Nikishovalar, K.P.

Vergeles, N.A. Zagranichnaua, G.G. Nikiforov, A.A.

Kozlova, Ue.S. Korolkova, A.A. Bochikhina, A.V.

Polovnikova, N.V. Shtilmans on the formation of

functional natural-scientific and financial literacy of

students and teachers, O.A. Rudze, Ue.S. Kvitko,

K.A. Krasnuanskaua, L.O. Roslova, L.O. Denisheva,

I.I. Karamova on the formation of mathematical

literacy, S.Ue. Duukova, T.V. Koval and others

conducted scientific research on global competencies

[6].

In order to develop scientific literacy by the 21st

century, priority is being given to innovative

technologies, conceptual concepts and methods of

increasing their significance in teaching subjects. It is

explained to the learners the historical, modernity,

value compatibility of ideas and concepts about

Methodology of Using International Assessment Programs in Developing the Scientiﬁc Literacy of Future Teachers

909

scientific literacy and their relevance to the reform of

science and education.

In developed countries, scientific research works

on the formation of students' reading, mathematics,

natural sciences and creative thinking have been

carried out. In our republic, there is also a

methodology for the formation of skills in order to

prepare students for international assessment studies.

However, developed countries and our republic have

not developed methods for developing teachers'

natural-scientific literacy (Shernazarov and

Xodjabayeva 2022).

The study is aimed at development of a

methodology for the development of natural-

scientific literacy of teachers working in the field of

natural science.

3 THE PURPOSE OF THE

RESEARCH IS AS FOLLOWS

Improving the scientific-methodical content of

teaching teachers to international evaluation studies

based on the analysis of international research results

in the continuous education system;

Developing a system of tasks that develop

teachers' natural-scientific literacy based on

international evaluation studies;

Development of a methodical system of training

teachers for professional activity based on the

principles of adaptive and practicality, which

stabilizes the adaptability of education to the

interactive environment;

Improvement of the methodology of transfer to

international evaluation programs on the basis of

international cooperation;

Implementation of the scientific-methodological

support of the development of natural-scientific

literacy of teachers based on international evaluation

studies by using graphic-design tasks that teach how

to create creative tasks

4 LITERATURE

The scientific-methodological support of teaching

teachers to international assessment studies has been

improved based on the integration of individual

complexity into the content of graphic problems

aimed at the formation of literacy in international

assessment PISA research (creative active, natural-

scientific). For example, since creative thinking is an

emerging field, a number of strong studies have been

conducted on the broad spectrum of creativity.

Plucker, Begetto, and Dau explained that creativity,

based on its versatility and social characteristics, is

"the interrelationship between adaptation, process,

and environment, in which a group or human social

context produces a unique and effective result." In

order for teachers to teach students to think creatively,

they first need to develop the ability to achieve

creative results in themselves, as well as broader and

specialized characteristics and skills, such as talent,

knowledge, or artistic ability. requires.

Interdependence of creativity emphasizes the

importance of various internal resources for

successful engagement in creative work, as well as

the importance of the environment in which creative

work is carried out. These comparisons serve as an

important framework for assessing creative thinking

within the framework of PISA studies.

It reflects the unique aspects of the observation of

creative thinking in the educational process and its

constituent aspects. This model was developed on the

basis of the 5-dimensional model of creative thinking

proposed by the Advisory Group of Experts on

Creative Thinking (OECD). Social factors, means,

achievement and development are expressed in it.

Naming tasks from one subject area in the

summation system, legend (triggering event), 3-5

tasks defining the specific aspects of the competency

model, assessment for each task is clearly defined.

Components: promotion of various ideas,

selection and evaluation of ideas, improvement of

ideas.

Assignment examples: verbal expression.

Pictured is the book cover. Check out the book

cover. What do you think this book is about? Suggest

a few ideas and describe them.

Sample tasks: solving scientific problems

For the purity of the water, the water pipe network

of the village houses receives water from under the

water. In August, clean and clear water was taken

from the tap. By the end of September, the owner

noticed that the cold water was still very clean, and

the heated water had a smell. When he gave the water

for analysis, the analysis showed that the water

contained hydrogen sulfide. Hydrogen sulfide is a gas

that comes from the active process of bacteria in

various organic residues. How are you going to

explain the causes of water pollution and the solution

to this problem to the

owners? Use your imagination

and express your opinion in the following line.

The effectiveness of the method of developing

natural-scientific literacy of teachers on the basis of

international evaluation studies is determined by

methodological conditions such as the

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comprehensive formation of natural-scientific

literacy competencies (scientific explanation of

phenomena, scientific interpretation of data and

evidence, organization and evaluation of scientific

research) and cognitive levels of tasks. improved by

providing uicha correluatsiua.

The development of competencies required by the

standards of international assessment programs in

future biology teachers is being studied as an urgent

pedagogical problem. Ball and Hill (2008) classify

the content of pedagogical knowledge required of

future teachers as follows:

- Content knowledge or subject knowledge: this

summarizes the structure of the teacher's teaching

material, including the basic concepts of the subject

area.

- General pedagogical knowledge: It represents

the basic principles that ensure the process of

teaching, for example, based on the principles of

classroom management, teaching skills, learning

time, waiting time, individual and group interactions

in the classroom.

- Curriculum knowledge: shows the teacher's

knowledge of the curriculum and its main elements,

theories, assessment methods, organization of

experiences and activities, lesson planning, exam

preparation in addition to the use of teaching

materials and guides.

- Pedagogical content knowledge: includes

content-related knowledge that allows the teacher to

teach in real classroom conditions.

- Learners' knowledge and characteristics: This

means identifying learners' interests, learning needs,

individual differences, prior experiences and

understandings, alternative understandings, and

appropriate application of knowledge.

- knowledge of educational content: it is related to

classroom management, school knowledge, respect

for cultural and social diversity among students.

- knowledge of educational goals and values:

includes knowledge of the philosophical and

historical foundations of education, as well as the

professional ethics of teaching.

The cycle of natural sciences includes subjects

of nature, biology, geography, physics, and

chemistry. Currently, a National curriculum designed

to implement didactic support of Science education

for integrative education has been developed. Based

on the purpose of each subject, integrative points in

the study of natural-scientific phenomena are

determined. Also, in the section of subjects,

experimental work was carried out on the formation

of the following special competencies.

From the subject of mathematics: imagining and

understanding mathematical concepts, performing

operations on real and complex numbers, applying

mathematical knowledge in practice, logical analysis.

From physics: observing, understanding and

explaining physical processes and phenomena,

measuring and determining physical quantities,

conducting experiments and drawing conclusions,

being able to use physical knowledge and tools in

practice;

In informatics: Competence of collecting

information on electronic means, processing of

information on electronic means, competence of

transmitting information through electronic means,

application of informatics knowledge in practice;

From chemistry: to explain chemical processes

and phenomena, to be able to express elements and

formulas chemically, to be able to work with the

necessary equipment for conducting experiments, to

apply the knowledge gained from chemistry in

practice;

From the science of geography: observing,

understanding and explaining natural processes and

phenomena, observing economic and social

processes, being able to use ecological culture,

geographical atlases and maps, applying geographical

knowledge in practice;

From the science of biology: biological process,

understanding and explanation of phenomena,

environmental culture, working with necessary

equipment for conducting experiments, practical

application of knowledge gained in biology. In order

to realize the above-mentioned goals in the field of

natural and concrete sciences, the system of

knowledge to be mastered should be delivered to

students on the basis of psychological, pedagogical

and didactic laws, that is, the process of knowing

should be carried out by moving from live

observation to abstract thinking and from it to

practice.

In fact, the biology teacher has sufficient

knowledge of the system of the above subjects, the

availability of resources, the understanding and

understanding of the tasks required by the

International Evaluation Research Program, and the

effective methods to convey them to the student.

The methodical system of training teachers for

professional activity has been improved based on the

introduction of the principles of adaptive and

practicality, which stabilize the adaptability of

education to the interactive environment, into the

content of independent activity of students in a

productive manner. At the same time, the method of

introducing teachers to international evaluation

Methodology of Using International Assessment Programs in Developing the Scientiﬁc Literacy of Future Teachers

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research is the intensive stability of the mechanism of

development of non-traditional approach to

international evaluation programs and scientific

competence (knowledge, understanding, practical

application, conducting research and experiments,

analysis, creative thinking, application in personal

and professional activity). improved based on

provision. For example, science is divided into types

under the category of knowledge:

Knowledge of the content of science is divided

into basic concepts, theories, laws (Ergashovich

2022). Methodological knowledge is divided into

scientific research methods and research procedures.

Epistemic knowledge is divided into the possibilities

of scientific research methods and the importance of

research. Knowledge of the content of science -

physical systems: motion and force (for example,

speed, friction) and influence at a distance (magnetic

forces, gravitational force and electrostatic forces),

structure of matter (particle model, bonds), physical

properties of matter (change in state of aggregate,

heat and electrical conductivity);

chemical properties of matter (chemical reactions,

change of energy, oxide, acid, bases, salts), energy

and its transformation (energy conservation,

distribution, chemical reactions), interaction of

energy and matter (energy and radio waves) , sound

and seismic waves, vibrations) (Ergashovich 2022).

Knowledge of living systems: cells (structure and

function, DNA, plant and animal cells), structure of

organisms (unicellular and multicellular);

people (organ systems such as health, food,

digestion, respiration, blood circulation, circulation,

reproduction and the relationship between them);

populations (species, evolution, biodiversity,

genetic changes), ecosystems (food chain, exchange

of matter and energy), biosphere (activity of

ecosystems, stability).

Knowledge of earth and space system: structure

of earth layer (lithosphere, atmosphere, hydrosphere),

changes in earth (movement of tectonic layers,

geochemical cycles, constructive and destructive

forces), energy (resources, global climate), history of

earth (e.g. fossil boules, formation and evolution), the

movement of matter in the universe (gravitational

force, the quantum system, galaxies), the scale of the

universe and its history (the universe, the big bang

theory).

Methodological knowledge. Knowing about

scientific research methods used by scientists for the

purpose of forming scientific knowledge is called

"methodological knowledge" (Norboboeva 2023).

Includes methodological knowledge:

measurement concepts, such as quantity

(measurements), quality (observations), scaling,

continuous variables, methods for reducing and

estimating uncertainties such as determining

repetition and averaging;

mechanisms for ensuring repeatability (the lack of

differences in them when measuring certain

quantities) and accuracy of measurement, general

methods of abstracting and expressing data in the

form of tables, graphs, diagrams and their appropriate

use.

Epistemic knowledge. Determining the

importance and basic aspects of various structures

necessary for the formation of scientific knowledge in

science is called "epistemic knowledge".

Epistemic knowledge covers the following:

understanding the meaning of ideas, theories,

observations, problems, evidence in science,

recognizing various forms of scientific research, the

importance of "expert assessment" in the formation of

reliable knowledge.

In order to form the necessary competences in the

formation of natural-scientific literacy in future

teachers, it is necessary to study the composition

ofassignments and form the skills and abilities of their

implementation (Karakhonova 2020).

Literacy in natural sciences is the ability to

identify problems that can be solved scientifically in

natural phenomena, draw conclusions based on

observations and experiments. These conclusions are

the main goal of this department to understand the

world around us and to realize the changes that are

taking place in it as a result of human activity, to

develop the ability to make the necessary decisions

accordingly.

Competence to explain phenomena scientifically

- to know, propose and evaluate explanations of

technologies, natural phenomena and processes. The

following skills are demonstrated.

Competency of organization and evaluation of

scientific researches - to describe and evaluate

scientific researches and to propose ways to solve

problems based on science. The following

capabilities are demonstrated.

Competence of scientific interpretation of data

and evidence - analysis and evaluation of various

forms of scientific data, evidence, and drawing

appropriate conclusions. The following skills are

demonstrated.

The didactic system of the scientific-methodical

support for the development of students' natural-

scientific literacy based on international assessment

studies was determined based on the optimization of

the teaching methods for creating creative tasks in

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optimal combinations with professionally used

graphic-design tasks.

We use the methods of "Heuristic education" and

"Problematic situation" in the formation of

mathematical literacy.

Heuristic learning method. The meaning of the

word "heuristic" is to "find" based on the answer to

the question. In order for classes to be interesting,

each problem or task in these classes should be of a

character that activates their higher activities and not

for rote learning. American scientist D. Poua said the

following about the heuristic education method. The

purpose of heuristics is to find methods and rules that

lead to success. He recommends implementing the

heuristic method through a consistent plan as follows:

understanding the issue, making a plan to solve

the problem, implementing the plan, looking back

(checking the solution). In the process of

implementing this plan, teachers will find answers to

the following questions:

What is unknown in the matter? What is known

about the matter? What are the terms of the matter?

Have similar issues been resolved before? If such

issues have been resolved, will the issue be resolved?

Of course, the above scheme forms the students'

creative and thinking activities, but this scheme

cannot be the only one that forms the students'

creative abilities.(Мусахоновна 2022, Shruthi &

Aravind 2024).

"Analysis of concepts" method.

The purpose of the method: this method is used in

order to determine the level of mastery of important

concepts by students or participants, to independently

check and evaluate their knowledge, as well as to

diagnose the level of preliminary knowledge on the

subject. Procedure for implementing the method:

participants are introduced to the training rules;

students are given handouts with the names of

words and concepts related to the topic or chapter (in

individual or group order);

students provide detailed information about what

these concepts mean, when and in what situations

they are used;

after the specified time, the teacher reads out the

correct and complete explanation of the given

concepts or demonstrates it on the slide;

each participant compares his personality and

attitude with the given correct answers, identifies the

differences and checks and evaluates his level of

knowledge.

Students learn to think independently, analyze the

causes and consequences of a problem, and find a

solution based on the methods of problem solving.

Steps of the "Problem Situation" method:

Future kimuo teachers will be divided into 2

groups. Each group determines the causes of the

problem, and each group offers its own solutions.

After all groups have proposed their solutions, the

same opinions are collected (Мусахоновна 2022).

They discuss and analyze different possibilities of

solving the problem. They develop solutions to the

problem situation.

Small groups make a presentation about the

solution to the problematic situation and offer their

options.

We can use T-table technology to work out the

problem.

T-table technology is a technology that is

convenient to use in the current part of lectures and

practical training. In this case, one problem is

considered from different opposite points of view

(positive and negative, advantage and disadvantage,

advantage and disadvantage, right and wrong).

In this case, one problem is considered from

different opposite points of view (positive and

negative, advantage and disadvantage, advantage and

disadvantage, right and wrong). For example, future

kimuo teachers present their thoughts on correct and

incorrect answers while working on a problem. After

the work is completed, a table with correct and

incorrect answers will be displayed on the screen.

Future kimuo teachers compare their answers with the

table on the screen, come to appropriate conclusions

and determine the correct answer (Musakhonovna

2022).

Future teachers should have the ability to fully

analyze the issues involved in the formation of

reading literacy using the "Dialogue training"

method.

Forms of verbal communication, "Scarabeu",

"Discussion", "Research", "Synectics" and "Why?"

We learn from schematic technologies and natural

phenomena. We can do this by completing the tasks

given in the formation of natural-scientific literacy in

future teachers. When completing tasks in

international evaluation studies, information about

the tasks is givenbefore. Based on this information, it

is possible to form natural-scientific literacy in future

teachers to fulfill the task given by the law.

"Concept analysis", "Problematic education",

"Discussion", "Louiha", "Independent work", "Work

in pairs", "Blitz-so" We use the methods of "rows",

"Venn diagram", "Fish skeleton", "Cluster".

The content of the discussion consists of the

following:

developed a methodology for developing natural-

science literacy of teachers. It is the development of

natural-scientific literacy of teachers that was carried

Methodology of Using International Assessment Programs in Developing the Scientiﬁc Literacy of Future Teachers

913

out on the basis of the tasks of the research, and they

are as follows:

a system of problem-research-creative

assignments aimed at developing students' creative

activity has been developed;

The training manuals "PISA context task set for

teachers" and "Task set for improving natural

literacy" were created and put into practice;

The textbook "Fundamentals of International

Evaluation" and the "Research of International

Evaluation" textbooks for teachers have been created

and are being used in practice;

A methodology for developing teachers' creative

activity has been developed on the basis of problem-

based communication, and a system of

methodological instructions and recommendations

has been developed for the development of natural-

scientific literacy of teachers based on international

evaluation studies.

The reliability of the research results is based on

methodological principles and principles, it is based

on the logical foundations of research and sciences,

the validity of research methods, the identity of the

purpose, tasks and results of the research is ensured,

the proposals and recommendations developed within

the framework of the research have been approved,

experimental works, lectures, practical and carried

out in laboratory training, the level of significance of

the obtained results is qualitatively analyzed,

provided by the approval of the obtained results by

the competent authorities.

The scientific significance of the results of the

research reveals the educational possibilities of

systematized domestic and foreign experiences on the

problem of developing mathematical, natural-

scientific literacy and creative activity of students and

future teachers. Based on asynchronous and

synchronous assignments, the didactic, methodical

and ergonomic requirements for the organization of

an integrated educational environment are the basis

for the development of competences of learners [6].

The practical significance of the results of the

research is that tasks for the intensive use of problem-

research-creative situations have been developed, the

organizational-methodical environment of modern

educational technology, diagnostic systems of

evaluation have been improved, and the natural-

scientific literacy of teachers has been developed.

Implementation of research results. On the basis

of the scientific results obtained on the method of

developing natural-scientific literacy of teachers on

the basis of international evaluation studies:

The scientific-methodological support of teaching

teachers to international assessment studies was

based on the proposals of the international assessment

PISA study (creative active, natural-scientific) to

inculcate individual complexity in the content of

graphic problems aimed at the formation of literacy.

As a result, the functional and natural-scientific

literacy of future teachers and students was formed

based on the program and model.

The effectiveness of the method of developing

natural-scientific literacy of teachers on the basis of

international assessment studies is determined by

methodological conditions such as the

comprehensive formation of natural-scientific

literacy competencies (scientific explanation of

phenomena, scientific interpretation of data and

evidence, organization and evaluation of scientific

research) and cognitive levels of tasks. The practical

suggestions and recommendations for ensuring the

correlation of these were used in the organization of

the work activity of the organization A&A

Ausbildung und Arbeit Plus GmbH in Bremen in

Germany. As a result, in the future professional

activity of teachers, it has been achieved to increase

the effectiveness of teaching in terms of tasks based

on asynchronous integration of sciences in solving

epistemological problems of natural science literacy

in the scientific interpretation of natural phenomena

(Ergashovich 2022).

The methodical system of training teachers for

professional activity is the introduction of adaptive

and practical principles that stabilize the flexibility of

the interactive environment of education into the

content of independent activity of students in a

productive and stable manner, and the methodology

of training teachers for international evaluation

studies is the non-traditional orientation and scientific

competence of training for international evaluation

programs (knowledge, understanding, from

recommendations on ensuring the intensive stability

of the mechanism of development (practice,

conducting research and experiments, analysis,

creative thinking, personal and professional activity).

As a result, the scientific-practical competence,

natural-scientific literacy of students in the model

school was developed;

The didactic system of the scientific-methodical

support for the development of students' natural-

scientific literacy based on international assessment

studies was developed in the development of the

National curriculum based on the proposal to

optimize the methods of teaching creative tasks in

optimal combinations with professional graphic-

design tasks. As a result, the formation of scientific

and practical competencies and creative activity of

students was achieved (Musakhonovna 2022).

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5 CONCLUSION

It has been determined that it is necessary to develop

scientific-methodical support for the formation of

natural-scientific, mathematical and reading literacy

in the training of future teachers for international

studies in the continuing education system.

2. During the professional activity of future teachers,

a mechanism for improving the didactic content of the

development of natural-scientific, mathematical and

reading literacy of students of general secondary

schools has been developed.

3. The development of scientific and practical

competence of students is improved through

integrative learning and its criteria (knowledge,

understanding, practical application, conducting

research and experiments, analysis, creative thinking,

application in personal and professional activity).

4. In the professional activity of future teachers, the

need to adapt the assignments to the educational

process, aimed at developing students' natural-

scientific literacy, creative thinking skills, was

determined.

5. Based on the development of the didactic system

of scientific-methodical support for the development

of students' natural-scientific literacy based on

international assessment studies, students of

secondary education and specialized schools were

trained in international assessment studies and

students' creative thinking and natural-scientific

literacy were formed.

6. Competence (cognitive, motivational, creative,

person-oriented and practical) and levels (creative,

productive, reproductive) of effective teaching of

natural-scientific literacy of future teachers are

determined.

7. International evaluation studies, which include

evaluation criteria (factors), indicators (levels),

assessment tools (questionnaires, tests, tasks that

form natural-science literacy, etc.) Contextual tasks

are developed that allow the formation of translation.

The following suggestions and recommendations

were developed based on the results of the scientific

research on the methodology of developing the

natural-scientific literacy of future teachers based on

international evaluation studies:

1. Pedagogical diagnostics (initial, intermediate,

advanced) aimed at obtaining information about the

stages of formation of students' skills for working on

international assessment research tasks and

improving the quality of communication in the

formation of natural-scientific literacy are proposed.

2. To increase the quality of teaching of teachers by

using the information and tasks of international

evaluation studies in the teaching process of Kimuo

and systematically applying them to the teaching

process in accordance with the requirements of the

time.

3. Development of high-quality electronic didactic

materials, textbooks and training manuals aimed at

the development of natural-scientific literacy of

future teachers and their wide application in the

educational process.

4. Implementation of the context tasks related to the

literacy of creative thinking, obtained as a result of

the collaborative activity of international evaluation

research experts, to educational processes.

5. Development of reading, mathematical, financial,

computer, global and natural-science literacy of

teachers in the training courses of chemical science

pedagogues, extensive use of qualification

requirements and programs in the educational

process.

6. Wide implementation of international evaluation

studies of future teachers based on tasks that develop

creative thinking, natural-science, mathematics,

reading, learning, and functional literacy.

In accordance with the conclusions and

recommendations presented above, the training of

future teachers in international evaluation studies will

develop their professional competence and ensure

that in the future general and secondary school

students will have good results in international

evaluation studies.

In a word, the future natural science direction will

enable teachers to use innovative and integrative

methods to use modern teaching methods to develop

students' mathematical, natural scientific and reading

literacy and creative thinking, to solve problems

together, based on the requirements of international

assessment studies. preparation is an important urgent

task today.

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