DIDACTIC POSSIBILITIES OF USING NON-STANDARD TASKS IN THE FORMATION OF STUDENTS' COGNITIVE INDEPENDENCE

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 269 DIDACTIC POSSIBILITIES OF USING NON-STANDARD TASKS IN THE FORMATION OF STUDENTS’ COGNITIVE INDEPENDENCE A. Qutbedinov1, Yu.I. Mavlonova2 Professor, “Physics and Astronomy” Deparment, Navoi State University1 Associate Professor, “Technological Education” Department, Navoi State University2 https://doi.org/10.5281/zenodo.17797517 Abstract. This article analyzes the didactic foundations of using non-standard tasks in the process of forming students’ cognitive independence during lessons. This approach makes it possible to activate the educational process, develop students’ independent thinking, and form skills for making logical decisions in problem situations. Keywords: cognitive independence, non-standard tasks, didactic features, problem-based learning, creative thinking, heuristic inventiveness, innovation. Introduction At present time it is no exaggeration to state that the modernization of the education system in our country has become one of the priority directions of state policy. In general, secondary schools, special attention is being given to ensuring students’ psychological, social, and cognitive development in accordance with their age characteristics; improving their creativity and logical thinking abilities based on international research findings; and developing independent thinking skills as well as the ability to apply acquired knowledge in practice. There are various problems in the teaching of subjects in general secondary schools, most of which are related to students’ insufficient mastery of the knowledge, skills, and competencies provided in the curriculum, as well as their inconsistency with modern requirements. Therefore, state programs and other normative-legal documents in the field of education identify key tasks such as: “Improving the teaching of subjects in general secondary education institutions and continuously enhancing textbooks and learning materials,” and “Improving the educational process through wide use of modern teaching methods, especially information and communication technologies.” The importance of addressing these issues is increasing, as new content-related requirements have emerged in modern education, necessitating further refinement through innovative approaches and methods. In particular, the use of non-traditional (non-standard) tasks during lessons is an effective tool for achieving these goals. Such tasks create opportunities for students to develop creative thinking, make independent decisions in problem situations, and acquire research skills. Non-standard tasks play an important role in developing subject-specific competencies. These tasks foster creativity, independent thinking, and problem-solving abilities in students. Non-standard tasks may relate to various subject areas. Some examples include: 1. Creating innovative projects: Assigning students tasks related to designing new technologies or devices. For example: “Develop a new mobile application for your smartphone” or “Create a prototype that provides students with convenient and environmentally friendly technologies.” SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 270 2.Programming for problem-solving: Students are given programming-related tasks. For example: “Create a program in Python to solve mathematical formulas” or “Program a robot to move based on coded instructions.” 3.Studying ecological technologies: Students are assigned tasks related to learning about ecological technologies. For example: “Design a device that uses green energy sources” or “Develop a new business model that uses eco-friendly technologies.” 4. 3D modeling and design: Students are tasked with designing new devices or objects using 3D modeling tools. Examples include: “Create a small robot using a 3D printer” or “Model a new building based on your imagination.” 5.Internet of Things (IoT) projects: Students are given assignments related to creating IoT devices. For example: “Develop a smart home system” or “Create an IoT device that measures temperature and humidity.” 6.Virtual and augmented reality (VR/AR): Students are assigned tasks to create new interactive environments using VR or AR technologies. For instance: “Develop an application that shows students historical places using VR” or “Create an AR-based application that supports students in the learning process” [1] Such tasks not only develop subject-specific skills in students but also provide them opportunities to master new, modern technologies. The essence of non-standard tasks and their didactic possibilities Non-standard tasks, unlike traditional learning processes, are aimed not at absorbing readymade knowledge but at independently acquiring new knowledge and skills. Their didactic characteristics include:  Incorporating elements of problem-based learning. A specific problem is presented to students, and they find solutions independently or through group discussion.  Developing creative thinking.  When completing non-standard tasks, students propose new ideas and seek innovative solutions.  Forming practical skills.  The use of non-standard tasks in subject learning develops students’ ability to solve reallife problems.  Increasing student engagement.  Such tasks encourage active exploration and enhance students’ interest in the learning process. Effectiveness of Using Non-Standard Tasks The use of non-standard tasks to develop students’ cognitive independence ensures effectiveness in the following ways: The term “cognitive” is related to “knowledge” or “intellect” and encompasses conscious mental activity, including acquiring and understanding knowledge, thinking, memory, and decision-making. Cognitive processes are all thinking and comprehension processes that occur in the mind in response to changes (e.g., information assimilation, analysis, memory, problemsolving, etc.). Therefore, “cognitive independence” refers to students’ ability to acquire knowledge independently, internalize it, and develop thinking skills. Such activities allow students to strengthen their knowledge and skills further [1]. Interactive Methods for Developing Cognitive Independence SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 271 Interactive teaching methods encourage active participation in lessons and foster students’ cognitive processes. Examples of effective interactive methods include: 1. Problem-Solving Method: Students are given tasks based on solving real-life problems. This method encourages students to apply their knowledge in practice and teaches them to analyze problems independently. Example: Environmental problem (Environmental protection) Task: Students are assigned to develop new technologies to prevent an ecological crisis. They must answer questions such as:  How can current environmental problems be identified (e.g., waste, pollution, etc.)?  How should new technologies be implemented, and what impact will they have on the environment?  How can a balance be maintained between technology and natural resources? 2. Discussion Method: This method focuses on developing knowledge and understanding through exchanging ideas, debating, and exploring different viewpoints. The main goal of the discussion method is to encourage participants to actively express their opinions, justify their views, and engage in constructive communication with others [6]. Key Features of the Discussion Method: 1.Idea sharing: Participants share their thoughts, perspectives, and experiences with others. Different viewpoints are compared and explored during this process. 2.Constructive dialogue: Discussion is not just about expressing personal opinions but also about mutual understanding and idea development. Each participant justifies their position while considering others’ views to reach a collective conclusion. 3.Analysis and critique: Participants analyze the problem from multiple angles. Critical thinking is an essential part of the method as it allows participants to gain a deeper understanding of the situation. 4.Mutual respect: Every participant’s opinion must be listened to respectfully. It is important to maintain a positive environment and ensure equal rights for all participants. Types of Discussion: Free discussion: Allows participants to express their opinions freely, often in small groups or classrooms, with opportunities to ask questions and exchange ideas. Formal discussion: Participants express their views in an organized and structured manner. A moderator guides the discussion and ensures the topic remains focused. Panel discussion: Several experts or specialists present their opinions on a topic, and the audience has the opportunity to ask questions and express their own viewpoints. Advantages of Discussion 1. Diversity of ideas and perspectives: During discussions, various viewpoints and ideas are considered, allowing for a broader and deeper analysis of problems. 2. Engaging participants: This method actively engages participants; they learn not only by reading or listening but also by expressing their opinions and communicating with others. 3. Developing analytical skills: Participants are required to justify and analyze their opinions, which enhances their critical thinking skills. 4. Viewing issues from multiple angles: Discussions examine problems from different perspectives, giving participants a more comprehensive understanding. Disadvantages of Discussion SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 272 1. Time management: Discussions require effective time management. If participants speak for too long, the discussion may stray off-topic or fail to reach its goals. 2. Unequal participation: Some participants may dominate the conversation while others remain silent, potentially reducing the discussion’s effectiveness. 3. Misunderstandings and conflicts: Participants’ opinions may sometimes conflict, which can hinder constructive development of the discussion. Fields of Application for Discussions 1. Education and teaching: Discussions are used in classrooms to engage students in active learning and encourage deeper exploration of topics. 2. Business and management: Internal company discussions are useful for developing new strategies or analyzing current processes. 3. Politics and social issues: Discussions play an important role in shaping public opinion and making decisions on legislative or social matters. The discussion method is a crucial tool for effective exchange of ideas, problem-solving, and fostering mutual understanding in education and other fields. 3. Debate Method The debate method is an educational approach that teaches students logical thinking, argumentation, and defending their viewpoints. In this method, students present their opinions and evidence on various topics, often in opposition to one another. Debates typically involve two groups: one supporting a topic and the other opposing it [6]. Skills Developed Through the Debate Method:  Analysis: Deeply exploring and analyzing the topic.  Logical thinking: Presenting evidence clearly and accurately.  Communication skills: Expressing one’s ideas fluently and persuasively.  Decision-making: Evaluating different viewpoints and making the most accurate and reasoned decision. Using the debate method encourages students to think independently and logically justify their opinions. It also makes the teaching process interactive and engaging. Example Task for Debate: Students are assigned to conduct a debate on the topics: “Computer technologies improve our society” and “Computer technologies harm human health.” Debate Procedure: Students are divided into two groups: one supports the topic, while the other opposes it. Each group presents its arguments with evidence. At the end of the debate, students attempt to understand the opposing group’s viewpoint. Outcome: This method develops students’ thinking skills, logical reasoning, and ability to analyze others’ opinions. It also encourages students to be open to different perspectives [7]. Simulation Method The simulation method involves replicating a process or system under real-world conditions (modeling) to study its operation and characteristics. This method is widely used in science, engineering, economics, and other fields, particularly when real experiments are impossible or prohibitively expensive [4]. Primary Goals of Simulation: SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 273 Modeling a system or process: Representing a process or system in mathematical or computer models. For example, simulating a transportation system or a production process. Drawing conclusions: Analyzing the results obtained from the simulation to understand how the system operates and how it can be optimized. Types of Simulation: 1.Static simulation: Studying the state of a system or process at a single point in time (e.g., static models in engineering). 2.Dynamic simulation: Studying a process while considering changes over time. For example, simulating the operation of a computer network over time. 3.Monte Carlo simulation: Simulating a process based on random parameters in a probabilistic model. This method is often used in statistics and probability calculations. Advantages of Simulation: 1.No risk for real-world systems: Simulation eliminates risks associated with testing real systems, which may be dangerous or extremely costly. Tool for complex systems: It provides an effective means to understand and analyze highly complex systems and processes. Rapid testing capability: Provides the ability to quickly test new methods, strategies, or designs. Examples of using the simulation method: 1. Applications of Simulation Method: 2. Aviation and astronautics: Testing the flight of airplanes or launching rockets. 3. Medicine: Testing new treatment methods or medical equipment. 4. Financial analysis: Simulating investment portfolios or market changes. 5. The simulation method significantly enhances the effectiveness of modeling and learning processes. Example Task: Students are assigned to simulate the operation of a computer network. They practice creating the network, identifying errors, and ensuring network security. Simulation Process: Students configure the network to set it up. They simulate various errors (e.g., entering an incorrect IP address, blocking server access) and discuss measures to detect and correct errors and secure the network. Outcome: This method allows students to study technological systems and networks in practice. They solve real problems in a virtual system and gain practical experience. 5. Games Method The games method is widely used in pedagogy to make learning more engaging and effective. Through this method, students actively participate in the learning process, developing imagination and logical thinking skills [8]. Main Features of the Games Method: Active participation: Students are directly engaged in the activity. Games stimulate interest and help organize the learning process through collaboration. Engaging and motivating: Games make the learning process interesting and collaborative, allowing students to test their knowledge and skills. Experiential learning: Students gain practical experience in addition to theoretical knowledge, enhancing learning effectiveness. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 274 Teamwork: Students collaborate with each other, developing teamwork skills. Through games, all participants in a group interact and solve problems together. Types of Games Method: Dance and movement games: In these games, students engage in physical activity. Examples include “puzzle” games or dances. 1. Intellectual games: These games help students develop logical thinking and analytical skills. Examples include brainstorming or trivia games. 2. Role-playing games: Students express themselves as a particular character or scenario, helping them better understand events. 3. When implementing the games method, it is essential to use approaches that actively involve students, stimulate their interest, and make the learning process more engaging. 4. Example Task: 5. Students are assigned interactive games to test their knowledge of technology and computers. Games: Crossword Game: Students find words related to computer systems and programming. Quiz (Test Game): Students answer test questions about computer technologies, programming languages, or internet security. Escape Room: Students are divided into groups to play a virtual “escape room” game. At each stage, they must solve technology-related problems. Outcome: Games increase students’ engagement, reinforce knowledge through playful learning, promote teamwork, and foster collaboration. 6. Project-Based Learning (PBL) Method The project-based learning method is an important pedagogical approach that allows students to gain practical experience and solve problems during the learning process. In this method, students apply their knowledge and skills by addressing real-life or hypothetical problems [5]. Main Features of PBL: Based on practical activity: Students apply their knowledge in practice, solving problems while completing a project or assignment. Unlike games or other teaching methods, PBL requires physical or mental effort to achieve a specific result. Project duration: PBL projects can last several days or even weeks. During the project, students use multiple resources and continuously analyze and improve their work. Creativity and choice: During the project, students are given the freedom to choose their approaches, think creatively, and solve problems independently. This increases their motivation and allows them to test their knowledge in new contexts. Teamwork: In PBL, students often work collaboratively. Such work develops cooperation skills and teaches students how to work effectively in a group. Skill development: Through PBL, students not only acquire subject-specific knowledge but also develop skills such as logical thinking, problem analysis, time management, and efficient work habits. Stages of the PBL Method 1. Project selection or creation: A project topic is chosen by either the teacher or the students. The topic should align with students’ interests and the curriculum. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 275 2. Planning: Students plan how to implement the project. At this stage, they assign tasks, identify resources, create a timeline, and gather necessary materials. 3. Execution: Students carry out the project. They continue their activities and solve problems that arise during the project. 4. Analysis and evaluation: Project outcomes are analyzed and assessed, and feedback is provided on students’ acquired knowledge and skills. Students may present their work or submit a written report [8]. Advantages of the PBL Method 1. Student engagement: Students are continuously involved in project-related activities, which fosters self-directed learning and initiative. 2. Real-life relevance: Working on projects helps students solve real-world problems, enhancing skills applicable to everyday situations. 3. Collaborative teamwork: Students develop cooperation skills and learn to define roles within a group. 4. Increased motivation: Allowing students to work on projects they choose or create creatively enhances their motivation to learn. Implementing PBL enables students to apply their knowledge in practice, develop creative and logical thinking, and strengthens both academic and social skills. For teachers, it provides an excellent tool to enhance student engagement and learning outcomes [6]. Example Task: Students are assigned to create a practical project using computer programming. For example, they may develop their personal web pages or create a mobile application. Project Process: Students learn programming languages such as HTML, CSS, and JavaScript. They test the web pages or mobile applications they create. After completing the project, students present their work in class and exchange feedback. Outcome: This method allows students to actively participate in solving real-world technological problems. They work collaboratively, showcase their creativity, and learn to apply their knowledge in practice. Conclusion In summary, the use of interactive teaching methods in lessons fosters students’ cognitive independence. Students become more engaged and consolidate their knowledge through games, discussions, simulations, and other methods. 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