Students’ Self-Organization and Problem Solving Competencies Formation in Explaining Water Resources Ecological Conditions and Bioecological Features of &amp;lt;i&amp;gt;Azolla caroliniana&amp;lt;/i&amp;gt;

Akylbu Zulushova,Dinara Keneshbaeva,Aishakan Suiunbekova,Zhypargul Abdullaeva,Nasyr Manasov,Dinara Emilbekova,Roza Shaimkulova,Zhazgul Abdyrakhmanova,Zharkynai Shermatova,Umida Isakova

doi:10.4236/ce.2021.128140

Abstract

Self-organization and problem solving competencies are important in formation of students’ knowledge, skills, attitudes and responsibility. In this article, authors explain formation of self-organization and problem solving competencies in students during teaching water resources ecological conditions. Enhancement of the ecological situation is the result not only of general crisis in the region economy, associated with low investment activity and the emergence of psychological disciplines, but also due to a large number of economic structures. Research goals and objectives in this study include bio-ecological features, the distribution of plant Azolla in the southern Kyrgyzstan and its use as a valuable green fertilizer, protein and vitamin supplement for various farm animals. Study of Azolla caroliniana and its influence on the water conditions in southern Kyrgyzstan can be concluded with year-round introduction in aquariums, trenches, shallow water, valuable plant biomass can be obtained, the use of which can solve such problems as increasing soil fertility, enriching feed with nutrients in branches of livestock, poultry, fish farming and wastewater treatment.

Highlights

The learning process focuses on students’ individual self-awareness, motivation to learn, learning goals, strategies and cooperation with other students (Letina, 2020)
Study of Azolla caroliniana and its influence on the water conditions in southern Kyrgyzstan can be concluded with year-round introduction in aquariums, trenches, shallow water, valuable plant biomass can be obtained, the use of which can solve such problems as increasing soil fertility, enriching feed with nutrients in branches of livestock, poultry, fish farming and wastewater treatment
Students self-organization skills can be formed by following stages: 1) indicative target; 2) theoretical diagnostic; 3) design constructing; 4) technological; 5) evaluative reflective; 6) corrective (Kotova & Shakhmatova, 2007)

Summary

Introduction

The learning process focuses on students’ individual self-awareness, motivation to learn, learning goals, strategies and cooperation with other students (Letina, 2020). Problem solving competency is high dimensional ability among humans’ cognitive functions that are important and includes numerous other competencies (Yoon et al, 2020). Students self-organization skills can be formed by following stages: 1) indicative target; 2) theoretical diagnostic; 3) design constructing; 4) technological; 5) evaluative reflective; 6) corrective (Kotova & Shakhmatova, 2007). Students’ self-organization skills referred to leadership skills consisting of behavioral and cognitive approaches designed to positively influence personal productiveness (Goldsby et al, 2021). Ability to solve a complex hydrological problem typically includes: 1) definition, identification and analysis of problem; 2) identification or development of possible solutions and selecting the optimal way; and 3) solution implementation (Pathirana et al, 2012)

Methods

Results

Conclusion