Research of developing critical thinking in inclusive biology education

¹ Al-Farabi Kazakh National University, Department of Biophysics, Biomedicine and Neurosciences, 71 Al-Farabi Ave., Almaty, Kazakhstan
² Al-Farabi KazNU College, 39/47 Masanchi St., Almaty, Kazakhstan
³ International Taraz Innovative Institute named after Sh.Murtaza, Department of biology and agricultural specialties, 69B Zheltoksan St., Taraz, Kazakhstan

Abstract

The standards for the personal attributes of graduates of educational institutions, especially those with special needs, evolve in response to shifts in society. After all, they integrate seamlessly into society. Graduates must cultivate socially significant personal attributes in order to boost their flexibility. The application of technological components for the growth of critical thinking facilitates this. A person’s personality is formed, and the development of their critical thinking skills is useful for autonomous thought. Students in a biology class are taught to think critically, analyze arguments, assess the validity of information sources, and come up with alternative answers within the framework of critical thinking technology. Biology lessons were taught during the study via a variety of techniques to foster critical thinking. Students with special needs participated in a survey at the end to provide input. According to the study, teaching exceptional children to think critically improves their capacity for problem solving as well as their level of engagement and confidence. The study’s findings demonstrate the necessity of greater investigation into strategies for teaching critical thinking in order to serve a larger number of kids with special needs.