https://openscience.uz/index.php/sciedu <p>The scientific journal "Science and Education" is an open-access journal and the main task of the journal is to highlight the achievements, problems, and prospects of science and education, in particular, the history and stages of development of science and education in Uzbekistan, development paths, scientists who have made a great contribution to science and education in Central Asia, as well as in world science and education. Also the goal of the scientific journal "Science and Education" is to inform the scientific community about the problems of improving research and innovation in this area, to further increase the interest of the younger generation in science and education, and to express the scientific views of experts and scientists.</p> Open Science LLC en-US Science and Education 2181-0842 https://openscience.uz/index.php/sciedu/article/view/7964 Mazkur maqolada O‘zbekistonda harbiy orkestrlarning shakllanishi, rivojlanish bosqichlari va bugungi kundagi holati tahlil qilinadi. Harbiy orkestrlarning tarixiy ildizlari, ularning o‘zbek musiqiy merosi bilan uyg‘unlashuvi, xalq cholg‘ularidan foydalanish an’analari hamda ularning ijtimoiy-ma’naviy hayotdagi o‘rni yoritilgan. Shuningdek, mustaqillik yillarida harbiy orkestrlar faoliyatidagi yangilanishlar, milliylikka asoslangan repertuarlarning kengayishi va bu sohada amalga oshirilayotgan islohotlar haqida fikr yuritiladi. Maqolada harbiy musiqa orqali vatanparvarlik tuyg‘ularini shakllantirish, yosh avlod tarbiyasida uning ahamiyati ham alohida e’tiborga olingan. Jo‘rabek Normaxammadovich Nazarov Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 5 10 https://openscience.uz/index.php/sciedu/article/view/7965 Yosh avlodni tarbiyalash hamma davrlarda ham qiyinchliklar va toʻsiqlarni yuzaga keltirgan, zero yuqori sifatli ta’lim-tarbiya doimiy talabga ega. Hozirgi davrda zamonaviy pedagogika jamiyat uchun aql bovar qilmaydigan va zamonaviy koʻnikmalarga ega boʻlgan yoshlarni tarbiyalash uchun integrativ va oʻquv yondashuvlari bilan turli usullar foydalanishi kutilmoqda.Yondashuvlar orasida koʻplab tadqiqotchilar Steam ta’limini integratsiya qilishni tavsiya qiladilar. Ushbu ilmiy maqolaning maqsadi STEAM ta'limi va uning talabalar uchun afzalliklarini tavsiflash va yoritib berishdir. Shu sababli muallif 60 nafar oʻzbekistonlik oʻqituvchilar bilan suhbat oʻtkazdi va e'lon qilinadigan rezonanslarini toʻpladi. Kalit soʻzlar: STEAM ta’limi, XXI asr koʻnikmalari, tanqidiy fikrlash, ijodkorlik, hamkorlik Zarinabonu Ma’murjon qizi Xatamqulova Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 11 16 https://openscience.uz/index.php/sciedu/article/view/7966 Texnologiyalashtirish - bu ta’lim jarayonida raqamli texnologiyalar, multimediya vositalari, internet resurslari, interaktiv platformalar va mobil ilovalardan foydalanish orqali o‘quvchilar bilimini mustahkamlash va o‘quv jarayonini optimallashtirishdir. Musiqa madaniyati darslarida musiqa ta’limini texnologiyalashtirish deganda zamonaviy axborot-kommunikatsiya texnologiyalaridan (AKT) foydalangan holda o‘quvchilarga musiqa fanini yanada samarali va interaktiv tarzda o‘rgatishni anglatadi. Dilrabo Zubaydullayevna Gulyamova Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 17 23 https://openscience.uz/index.php/sciedu/article/view/7967 O‘quvchilarning dars jarayoniga jalb etilishi akademik muvaffaqiyat, kontseptual tushunish va ilmiy sohalarga uzoq muddatli qiziqishning hal qiluvchi omilidir. An’anaviy ma’ruzaga asoslangan yondashuvlar ko‘pincha o‘quvchilarni passiv va materialdan uzilib qoldiradigan chuqur ishtirokni rivojlantirmaydi. Faol ta’lim ishtirok etish, izlanish, hamkorlik va amaliy tajribaga urg‘u beruvchi transformativ pedagogik strategiya sifatida paydo bo‘ldi. Konstruktivistik va ijtimoiy konstruktivistik nazariyalarga asoslangan faol o‘rganish o‘quvchilarni mazmun, tengdoshlar va o‘qituvchilar bilan mazmunli o‘zaro ta’sir qilish orqali bilimlarni qurishga undaydi. Ushbu maqola fan ta’limida faol o‘rganishni qo‘llab-quvvatlovchi nazariy asoslar, amaliy qo‘llash va empirik dalillarni o‘rganadi. Bu tanqidiy fikrlash, muammolarni hal qilish, hamkorlik va texnologik savodxonlikni oshirish uchun faol o‘rganishning afzalliklarini ta’kidlaydi. Faol ta’lim muhitiga o‘tish bilan bog‘liq muammolar, jumladan, o‘quvchilarning moslashuvi va sinfni boshqarish ham ko‘rib chiqiladi. Bundan tashqari, shakllantirish va loyihaga asoslangan baholash usullariga e’tibor qaratib, hamkorlikni mustahkamlashda baholashning roli muhokama qilinadi. Topilmalar shuni ko‘rsatadiki, faol o‘rganish nafaqat bevosita faollikni oshiradi, balki ilmiy qiziqish, chidamlilik va umrbod ta’lim ko‘nikmalarini rivojlantiradi. Faol ta’lim strategiyalarini fan kabinetlariga integratsiya qilish ta’lim tajribasini o‘zgartirishi, o‘quvchilarni o‘quv yutuqlari va kelajakdagi ilmiy izlanishlari uchun zarur bo‘lgan bilim, ko‘nikma va motivatsiya bilan qurollantirishi mumkin. Olimjon Solijon o‘g‘li Melikuziyev Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 24 32 https://openscience.uz/index.php/sciedu/article/view/7968 Developing critical thinking and problem-solving skills in science education is fundamental for preparing students to navigate complex academic, professional, and societal challenges. Traditional instructional methods, often focused on memorization, do not adequately cultivate these higher-order cognitive skills, leaving learners underprepared for analytical reasoning and evidence-based decision-making. This article explores pedagogical approaches, classroom strategies, and technological tools that support the development of critical thinking and problem-solving in science instruction. Inquiry-based and problem-based learning are examined as primary methodologies for engaging students in active exploration, hypothesis testing, and collaborative problem-solving. The role of supportive classroom environments, inclusive practices, and thoughtfully aligned assessment methods is also emphasized, highlighting their importance in fostering sustained engagement and cognitive growth. Empirical evidence demonstrates that students exposed to these instructional strategies exhibit enhanced analytical abilities, creativity, resilience, and scientific literacy. By embedding critical thinking and problem-solving into science education, educators can cultivate learners who are not only knowledgeable but also capable of applying scientific reasoning effectively, adapting to novel challenges, and contributing meaningfully to their communities and future professional domains. Asror Valijon oglu Suvaylov Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 33 41 https://openscience.uz/index.php/sciedu/article/view/7969 The transformation of science classrooms through evidence-based teaching practices has become increasingly essential in modern education. Traditional instruction, often reliant on lectures and rote memorization, fails to engage students fully or foster deep understanding of scientific concepts. Evidence-based teaching integrates instructional strategies validated through empirical research, ensuring that classroom practices effectively promote learning, critical thinking, and problem-solving. This article examines the theoretical foundations, practical applications, and outcomes of evidence-based approaches in science education, including active learning, formative assessment, scaffolding, differentiation, and technology integration. It highlights the role of metacognition and collaborative learning in enhancing student engagement and cognitive development. Challenges associated with implementing research-informed practices, such as resource limitations and teacher readiness, are also discussed. The findings suggest that evidence-based teaching not only improves academic performance but also cultivates scientific literacy, critical reasoning, and lifelong learning skills. By embedding research-informed practices in science instruction, educators can create dynamic, student-centered learning environments that prepare learners to navigate complex scientific and real-world challenges effectively. Solibek Yunus oglu Mirimov Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0 2025-09-20 2025-09-20 6 9 42 50