THE ROLE OF NEURODIDACTIC PRINCIPLES IN IMPROVING BIOLOGY EDUCATION

Аннотация

The development of professional skills in future biology teachers requires the integration of modern pedagogical, psychological and neurodidactic approaches. Biology as a school subject is closely connected with observation, experimentation, visualization and analytical thinking. Therefore, future biology teachers should be prepared not only to explain biological concepts, but also to organize learning activities in accordance with students’ cognitive, emotional and sensory characteristics. This article examines neurodidactic principles as an important theoretical and methodological basis for developing professional skills of future biology teachers. The study focuses on such principles as visualization, multisensory learning, emotional activation, attention activation, motivational orientation, short-block teaching and reflective reinforcement. The article argues that these principles help future teachers design biology lessons more effectively, reduce cognitive overload, increase students’ interest in biological phenomena and strengthen the connection between theoretical knowledge and practical activity. The results of the study show that the application of neurodidactic principles contributes to the formation of cognitive, methodological, practical and reflective skills in future biology teachers. The article concludes that neurodidactic principles may serve as a key component of a broader model for developing professional skills in biology teacher education.