FORMATION OF EXPECTED LEARNING OUTCOMES WHILE STUDYING OSMOTIC PHENOMENA IN THE BIOLOGY COURSE AT THE ADVANCED LEVEL IN HIGH SCHOOL

Abstract

The article addresses the issue of forming expected learning outcomes in teaching biology and ecology in high school. The aim of the article is to explore the possibilities of shaping expected learning outcomes while studying osmotic phenomena and substance transport in the advanced-level biology and ecology course in high school. It is shown that in modern secondary education institutions, the priority is not merely the accumulation of knowledge but the development of diverse competencies that enable students to become effective members of society in the future. Research methods: Theoretical methods (analysis and synthesis, generalization, comparison, etc.) were applied to establish the optimal logical sequence for teaching the topic «Concept of osmotic and turgor pressure, suction force» in the large section of the school curriculum «Metabolism and Energy». The study emphasizes the relevance of teaching osmotic phenomena in conjunction with all types of substance transport in the cell. It is noted that this approach facilitates students' ability to consciously operate terms such as «passive and active transport, osmosis, diffusion, symport, antiport, endocytosis, exocytosis». The article highlights the importance of a preliminary discussion of the concepts of «potential» and «potential energy» as a theoretical basis for studying chemical potential and osmotic phenomena. It demonstrates that structuring educational discussions as transitions from abstract to specific and back-from specific to general-ensures the formation of students’ core competence in natural sciences and technologies: «the ability to apply the scientific method and formulate hypotheses». The use of knowledge visualization technology with the active involvement of students is recommended to ensure the development of cognitive - graphic understanding of osmotic phenomena and the expected learning outcomes in terms of activity: the ability to create a model of a plant cell as an osmotic system. The article demonstrates the relationship between the formation of subject-specific competence – «knowledge and understanding of fundamental principles of biology and ecology» - and the process of classifying organisms into groups of plants and animals. It also shows the relevance of modeling plant cell existence in various water regime conditions by students to foster the ability to apply acquired theoretical knowledge and practical skills in biology and ecology when solving tasks requiring decision-making in variable and non - standard situations.