Suchergebnisse

The article highlights the current problem of motivating students to learn. The use of gadgets in the educational process can positively affect the motivation of students to learn, involve them in creative activities, as well as interest in better and more honest performance of tasks. Since most students are bored at school, it is difficult to involve them in active work in the classroom. The problem of increasing student activity in the classroom is a fairly common and urgent today. It is difficult to imagine a world without modern technology. Laptops, mobile phones, tablets, computers and other gadgets have become good friends for people. They are real colleagues: they help perform many tasks, which normally take a long time to solve. As with any adult, gadgets play a significant role in children's lives. Teenagers and mobile phones are the same inseparable things as teachers and well-prepared notes. Children are increasingly choosing entertainment in front of a monitor, instead of playing outside or walking with family. Social networks, well-thought-out computer games, take the first place among youth hobbies. That is why the important task facing teachers is to arouse interest in learning, to motivate students. And here ICT are simply irreplaceable: they are the chain that connects the interests of teachers and students. You just need to learn to creatively use children's hobbies with gadgets. Our research has shown how students' attitudes towards biology lessons and their motivation to learn have changed after using the online lab on the Go-Lab platform, the Kahoot application, and QR-codes.

Today, the Ukrainian education system is undergoing important large-scale transformations. Students of modern schools are required, as the main result of education, to master a set of universal learning activities that allow them to set and solve the most important life tasks that they may face directly in adult life. So, for example, in relation to different sections of biology, students must understand: what the subject teaches them, why they need biology, how the studied concepts are related to practical tasks and everyday life.
In this regard, a new approach to the construction of the content of education, as well as to the use of modern educational technologies of learning, is envisaged. As you know, one of such effective technologies is life-situational learning using the case-study method. Active use of case-study in education began relatively recently, and now this approach has become one of the most effective learning technologies. This method confirms the didactic significance and relevance of the use of case technology in the process of teaching biology as an effective means of increasing students' biological knowledge. Teachers highlight a number of advantages of the case-study compared to traditional teaching methods: practical orientation, interactive format, development of soft skills of students. Scientists have developed several classifications of cases. But, despite the variety of cases, they all have a typical structure, which includes: a plot part, a methodological part, and an informational part.
The article examines the features of the case-study and the possibilities of its application at biology lessons. Samples of cases from the "Human Anatomy" course are also offered.

Polygonatum Mill. species are found in woods of the temperate zone of the Northern Hemisphere. There are four species growing in Ukraine, the most common of which is Polygonatum multiflorum (L.) All. In forest and shrub habitats are also widespread Polygonatum odoratum (Mill.) Druce., Polygonatum latifolium Desf. and Polygonatum verticillаtum (L.) All. Polygonatum species have rhizomes of the sympodial type. They are of a primary anatomical structure. In the primary growth of the stem, as well as rhizomes, there is the central cylinder (stele) and the cortex. The structure of the leaf blade is related to the performance of basic functions: photosynthesis, respiration and transpiration. The leaves are isolateral with a lighter adaxial and shaded abaxial sides. The leaf is covered with epidermis. Beneath the epidermis is chlorenchyma, which makes up the leaf pulp - mesophyll.
The microscopic structure of Polygonatum multiflorum (L.) All. was studied. The anatomic description includes the characteristic of rhizomes, leaves and stems structure.

For population studies, the determination of age status is more important than the determination of calendar age. The research conducted in the biotopes of Precarpathian region indicates that according to the age structure the populations of Polygonatum multiflorum (L.) All. belong to the normal type. Self-maintenance of coenopopulations occurs in a combined way as a result of generative and vegetative reproduction, the intensity of which depends on local edaphic and coenotic conditions. The spectra of their age states and reproductive potential are determined by a set of biotope conditions and have species specificity. The nature of the spectrum of age conditions and the value of the recovery index are the most informative indicative markers. Left-sided spectra in combination with high recovery indices indicate the presence of favorable conditions and a high reproduction potential of cenopopulations. The biotopes of felling areas are the most favorable for the realization of the reproduction potential of most cenopopulations of the studied species; the least favorable are the mainline biotopes.

The article is dedicated to methods of activating students' independent learning activities during biology classes. It is proved that independent work in education holds significant importance for both the learning process and students of general secondary education. As noted by the authors of the article, the successful implementation of such activities depends on the teacher's ability to effectively manage them. Among the innovative methods there are: problem-based learning, projects and research, group work, utilization of internet resources and multimedia, task solving, and independent preparation of presentations or reports. By following these principles, it is possible to contribute to the development of students with their own worldview and a steadfast life position. The article highlights the importance of active independent learning activities during lessons, particularly in biology, and provides lesson plans developed using methods aimed at fostering such activities among seventh-grade students. Additionally, the results of student surveys are presented, demonstrating the level of interest in biological education, ranking of subjects in personal significance, level of students' independent activity, and their suggestions for diversifying and improving the process of biology learning. It was revealed that 13% of students exhibit a high level of independent learning activity, 54% demonstrate an average level, while 32% have a low level of independent learning activity. It is noted that activation of students' independent learning activities in the process of studying biology is crucial for both their personal growth and overall development. As biology has its peculiarities, students' independent activity becomes the foundation for their success and the development of scientific thinking. Taking into account these aspects, it can be argued that students' independent cognitive activity in the study of biology is essential for their comprehensive development and the formation of scientific thinking and skills useful in future life and professional activities. According to the research, to achieve such results, teachers should create conditions conducive to the development of students' independence and cognitive abilities, providing them with the opportunity to independently explore, study, and conceptualize new knowledge.

Medicinal plants have long been used in the treatment of various diseases and diseases of the digestive system, in particular. They contain almost all biologically active substances, which gives them an advantage over synthetic drugs, and the possibility of long-term use. On the basis of processing of literature sources the systematical and biomorphological analyzes of herbs were carried out. We analyzed the medicinal plants which are used to treat diseases of the gastrointestinal tract, including four groups: stomach (atony, achillia, ulcer, gastritis), intestine (enteritis, colitis), liver and gallbladder (hepatitis A, cholangitis, cholecystitis, nausea) and dyspeptic disorders (vomiting, constipation, diarrhea, bloating). Each of these groups of illnesses is characterized by a specific list of medicinal plants with an indication of their life form. 110 species of medicinal plants were identified, which belong to 102 genera, 46 families, 33 orders, 4 classes and 3 divisions. Among studied herbs, the most numerous are herbaceous polycarpics - 60 species (54.55%), while annuals have 21 species (19.01%), trees - 9 species (8.18%), shrubs - 8 species (7.27%), biennials - 7 species (6.36%), semi-shrubs - 4 species (3.64%) and lianas - 1 species (0.91%). The taxonomic and biomorphological structure of the studied plants is presented in general and analyzed in detail in each of the selected groups of diseases. Examples of plants that used in the treatment of various diseases of the gastrointestinal tract are given. It was established that for intestinal disease 28 species are used, liver and gallbladder - 47 species, stomach - 60 species and dyspeptic disorders - 75 species of herbs.
The article shows the results of taxonomic and biomorphologic analysis of medicinal plants that are used to treat the gastrointestinal tract diseases are based on literary data.