Sciences of Europe jounal No 140 (2024)

No 140 (2024)
Sciences of Europe
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CONTENT
ART
Kolomiiets V.
THE FORMATION OF THE NATIONAL BALLET
PERFORMANCE IN THE UKRAINIAN SSR IN 1931–
1940: BETWEEN ACADEMICISM AND SOCIALIST
REALISM ......................................................................3
CHEMICAL SCIENCES
Hasanova Z., Mirzaeva R., Ismailov Z.
SYNTHESIS AND STUDY OF COMPOUNDS OF TYPE
LaBv
Te3 (Bv
-Sb, Bi)........................................................6
MEDICAL SCIENCES
Aronbaev D., Raimkulova Ch., Aronbaev S.
THE DIAGNOSTIC VALUE OF THE SALIVA PROTEOME.
MINI REVIEW...............................................................8
PEDAGOGICAL SCIENCES
Ahmadova Z.
USING SOCIAL MEDIA AND DIGITAL TOOLS IN
LANGUAGE TEACHING ..............................................11
Laiskhanov Sh., Barat Sh.
RESEARCH ON THE EFFECTIVENESS OF PROJECT-
BASED LEARNING TECHNOLOGY IN GEOGRAPHIC
EDUCATION...............................................................13
Yryskeldi A.
DEVELOPMENT OF MORAL VALUES AS A CONDITION
FOR FORMING SOCIAL-EMOTIONAL SKILLS IN
PRESCHOOLERS .........................................................20
PHILOLOGICAL SCIENCES
Gadimova M.
THE QUANTITATIVE NUMERALS IN CUSTOMS BOOKS
OF 17th CENTURY......................................................23
Kamarova N.
TRADITIONS IN MAKHAMBET POETRY......................29
PHYSICS AND MATHEMATICS
Antonov A.
FROM THE PHYSICAL REALITY OF IMAGINARY
NUMBERS IT FOLLOWS THAT THE INVISIBLE
AFTERLIFE WORLD, PREDICTED BY ALL RELIGIONS, IS
IN FACT PHYSICALLY REAL.........................................34
POLITICAL SCIENCES
Manchkhashvili M., Benashvili M.
BEGINNING OF DIPLOMATIC RELATIONS BETWEEN
GEORGIA AND TURKEY AND THE FIRST
FUNDAMENTAL AGREEMENT ...................................41
TECHNICAL SCIENCES
Nazarova Kh., Ibrohimzoda D., J
urakhonzoda R., Nazarov F.
RESEARCH OF HUMIC ACIDS IN THE COMPOSITION OF
SOME COALS OF THE REPUBLIC OF TAJIKISTAN........44
Lyashenko V., Dudar T., Stus V.,
Shapovalov V., Oliynik T.
THE PROSPECTS FOR A BALANCED RESOURCE
COLLECTION OVER THE WAYS OF COMBINED
VILIGOVATION OF METALS FROM SUB-CONDITIONAL
ORES..........................................................................49

Sciences of Europe # 140, (2024) 3
ART
СТАНОВЛЕННЯ НАЦІОНАЛЬОНОЇ БАЛЕТНОЇ ВИСТАВИ В УРСР У 1931–1940 РОКАХ: МІЖ
АКАДЕМІЗМОМ ТА СОЦРЕАЛІЗМОМ
Коломієць В.А.
Коледж хореографічного мистецтва
«Київська муніципальна академія танцю імені Сержа Лифаря», директор
THE FORMATION OF THE NATIONAL BALLET PERFORMANCE IN THE UKRAINIAN SSR IN
1931–1940: BETWEEN ACADEMICISM AND SOCIALIST REALISM
Kolomiiets V.
Serge Lifar Kyiv Municipal Academy of Dance, Director
DOI: 10.5281/zenodo.11171294
АНОТАЦІЯ
У статті проаналізовано процеси становлення української балетної вистави як феномену, де взаємоді-
ють естетичні принципи академізму та соцреалізму. Продемонстровано, що перші національні балетні ви-
стави («Пан Каньовський» М. Вериківського – В. Литвиненка, В. Верховинця, 1931; «Лілея» К. Данькевича
– Г. Березової, 1940) стали інтегративною системою академічних та соцреалістичних принципів, що про-
явилося не лише у синтезованій лексиці класичної та української народно-сценічної хореографії, а й ши-
рше – поєднанні загальних композиційно-архітектонічних принципів академічних балетів та хореодрама-
тичних рис, що цілком відповідали соцреалістичним вимогам.
ABSTRACT
The article analyzes the processes of formation of the Ukrainian ballet performance as a phenomenon where
the aesthetic principles of academicism and socialist realism interact. It has been demonstrated that the first
national ballet performances ("Pan Kanovskyi" by M. Verykivskyi - V. Lytvynenko, V. Verkhovynets, 1931;
"Lileia" by K. Dankevych - G. Berezova, 1940) became an integrative system of academic and socialist realist
principles. This was manifested not only in the synthesized vocabulary of classical and Ukrainian folk stage
choreography, but also in the combination of general compositional and architectural principles of academic ballets
and choreodramatic features. Such features fully met the requirements of socialist realism.
Ключові слова: український балет, національна балетна вистава, академічний балет, соцреалізм, та-
нець.
Kaywords: Ukrainian ballet, national ballet performance, academic ballet, socialist realism, dance.
Постановка проблеми. Сучасне мистецтвоз-
навство України спрямоване на переосмислення ху-
дожніх процесів українського культурного прос-
тору попередніх епох, зокрема радянського пері-
оду. Важливо застосувати оновлену методологію в
осмисленні становлення та розвитку українського
балетного театру, де вагоме місце посідають націо-
нальні балетні вистави. Попри позиціонування та-
ких вистав за радянських часів як творів, поставле-
них в естетиці соцреалізму, вони зберегли ряд ака-
демічних рис, що важливо довести.
Аналіз останніх досліджень та публікацій. В
останні роки відбувається оновлення підходів до
трактування мистецьких процесів в Україні 1930-х
років, зокрема, і в балетному театрі, адже він є ва-
гомим складником українського національного ми-
стецтва. У статті І. Климчук [3] проаналізовано
створення національних балетів крізь призму соц-
реалістичного канону, але авторка торкається лише
періоду 1950–1980-х рр. У працях Л. Маркевич [5],
Н. Семенової [9] приділено увагу становленню ук-
раїнських національних балетних вистав, але не ви-
світлено аспекти взаємодії естетики академізму та
соцреалізму. Дослідження А. Підлипської [6] тор-
кається впливу соцреалістичного методу на балет-
ний театр 1930-х рр., але акцент зроблено на крити-
чному дискурсі.
Виділення невирішених раніше частин загаль-
ної проблеми. Попри звернення ряду науковців до
проблем становлення української національної ба-
летної вистави у 1930-х рр., ці процеси не розгляда-
лися крізь призму взаємодії естетики академізму
балетного театру та соцреалістичного методу, що
увиразнився на балетній сцені у жанрі хореодрами
або драмбалету.
Мета статті – проаналізувати процеси ста-
новлення української балетної вистави як фено-
мену, де взаємодіють естетичні принципи академі-
зму та соцреалізму.
Викладення основного матеріалу. Академізм,
під яким у балеті початку–середини ХХ ст. розу-
міли балетмейстерські та виконавські канони кла-
сичного танцю, що стали канонічними наприкінці
ХІХ ст., з абстрактними формами, додержанням
принципів класичного мистецтва (наприклад, у
композиційних побудовах кордебалету багатоакт-
них балетів кінця ХІХ ст. наслідували принципи ан-
тичної архітектури та ін.), далекими від реальності
сюжетами та ін. Після більшовицького перевороту

4 Sciences of Europe # 140, (2024)
1917 р. та національно-визвольних змагань в Радя-
нській Україні велися пошуки нових балетних
форм, однак, попри скептичне ставлення до зразків
академічного балетного мистецтва, саме такі ви-
стави складали основу репертуару балетних те-
атрів.
Національними балетними виставами, за дум-
кою Н. Семенової, є «балети, які створено на сю-
жети, запозичені з української усної народної твор-
чості, літератури, та/або сюжети з минулого чи су-
часного життя. В основі хореографічної драматургії
– музичні партитури, створені українськими компо-
зиторами ХХ ст., що інтерпретують українські на-
родні мелодії та/або створюють власні в найкращих
національних традиціях. Пластичне вирішення та-
ких вистав базується на синтезі досягнень класич-
ної хореографії та виражальних засобів українсь-
кого танцю» [9, с. 206]. Таке визначення враховує
лише зовнішні атрибути, не відбиваючи аспектів
національної ідентифікації.
До проблеми наповнення дефініції «українська
національна балетна вистава» зверталася А. Ко-
роль, яка вважає, що «це балетна вистава, насичена
елементами національної ідентифікації (світогляд,
етичні, естетичні, психологічні особливості тощо);
партитура з елементи народного мелосу; хореогра-
фія побудована на поєднанні/синтезі класичного
танцю й українського танцювального фольклору»
[4, с. 152]. Саме у такому значенні у представленій
статті використано термін «національна балетна
вистава».
Соціалістичний реалізм було проголошено
єдино вірним методом творчості в СРСР, фактично
він став механізмом продукування ідеологічно ви-
віреного, тоталітарного мистецтва. Насадження
його окремих елементів вже можна відчути напри-
кінці 1920-х – на початку 1930-х рр. За висловлю-
ванням Г. Веселовської, «влада перейшла до спла-
нованого жорсткого корегування усього розвою
українського театрального мистецтва, до закрес-
лення й нівелювання його авангардних здобутків,
до штучної герметизації національної театральної
культури в лещатах соцреалізму» [2, с. 290].
Офіційне уживання терміну «соціалістичний
реалізм» (соцреалізм) було запроваджено у поста-
нові ЦК ВКП(б) «Про перебудову літературно-ху-
дожніх організацій», що вийшла 23 квітня 1932 р.
Постанова затвердила процеси ліквідації строкатих
художніх напрямів, течій, стилів, об’єднань, груп у
літературному мистецтві, а згодом ці принципи
було поширено на все мистецьке поле. Художня
творчість мала реалізовуватися у відповідності до
ідеологічних концептів класової боротьби, не пе-
редбачалося різноманіття думок, принципів, мето-
дів у мистецькій діяльності. Запроваджено чітку
централізацію управління мистецькою діяльністю
через створення творчих союзів, що прийшли на
зміну численним художнім угрупованням (ознака
авангардної культури). Творчі союзи радянських
письменників, музикантів, театральних діячів, ху-
дожників та ін. провадили чітко регламентовану,
контрольовану партійними та державними ор-
ганами, діяльність [1, с. 320].
Основними принципами соцреалістичного ме-
тоду було проголошено партійність, ідейність, на-
родність. Ці принципи відбивалися у словофор-
мулі, що увиразнювала сутність соцреалістичного
мистецтва – «пролетарське за змістом, національне
за формою». За думкою А. Підлипської, «на поча-
тку 1930-х рр. активно розроблялися канони нового
радянського мистецтва, поступово впроваджува-
лася нормативна естетика під виглядом боротьби за
“реалізм”, формувався штучний моностиль –
“соцреалізм”» [6, с. 147]. І в цій моностильовій ес-
тетичній системі відбулося становлення українсь-
кої національної балетної вистави. Створення таких
вистава стало одним з проявів соцреалістичного ка-
нону в хореографічному мистецтві Радянської Ук-
раїни 1930-х рр. як увиразнення народності та ідей-
ності.
Першим балетом, що відбив пошуки «пролета-
рського» змісту та «національної» форми за соцре-
алістичними вимогами, став «Пан Каньовський» М.
Вериківського у постановці В. Литвиненка та В.
Верховинця (Харків, 1931), створений за історич-
ною піснею про Бондарівну [10, с. 66]. Тут у масо-
вих сценах відбито події боротьби українців проти
польських панів у другій половині XVIII ст., що є
проявом однією з основних тенденцій розвитку ра-
дянського балету 1930-х рр. – позиціонування на-
роду як основного персонажу вистави, рушійної
сили драматургії. Нівелювання індивідуальних рис,
акцентування уваги на історичній ролі народних
мас, а не особистостей, шляхом впровадження ма-
сових сцен стало повсюдним правилом у реалізації
балетних вистав за соцреалістичним каноном.
Інноваційність балету проявилася в поєднанні
народного українського та класичного танців. Але
це був лише перший досвід такої взаємодії, ще за-
рано було говорити про органічне поєднання цих
лексичних систем та створення синтезованої мови
українського національного балету. У цілому ж ви-
става створена за академічними законами: три акти,
традиційні балетні музично-танцювальні форми,
використання не лише лексики класичного танцю а
й використання його прийомів при сценізації укра-
їнського народного танцю.
Балет «Лілея» К. Данькевича, де було досяг-
нуто органічнішого поєднання українського народ-
ного та класичного танців, з’явився на київській
сцені 1940 р. у постановці Г. Березової. Цей балет
позиціонують як першу українську хореодраму,
адже саме тоді, за думкою Ю. Станішевського,
«ідейно-художні принципи мистецтва соціалістич-
ного реалізму широко утверджувалися в балетмей-
стерській і акторській творчості» [10, с. 95]. Зважа-
ючи на ствердження хореодрами як основного жа-
нру соцреалістичної естетики у балетному театрі, у
«Лілеї» вагома частка пластичної палітри вистави
базувалася на пантомімі, важливою була акторська
гра, драматична достовірність образів та відповід-
ність літературному першоджерелу – поезії Т. Ше-
вченка. Г. Березова та К. Данькевич, попри застосу-
вання новітніх підходів до створення національної
балетної вистави, використовували академічні
принципи побудови музично-хореографічних форм

двохактного балету, що свідчить не про відмову, а
про взаємодію академізму та соцреалізму у балеті
«Лілея».
При всьому негативному ставленні у 1920-х
рр. до балетів класичної спадщини, як-от «Лебе-
дине озеро», «Спляча красуня», «Лускунчик» та ін.,
що складали репертуар балетних театрів Радянської
України, принципи їхньої композиційно-архітекто-
нічної структури були використані і при створенні
національних балетів у період запровадження соц-
реалістичного методу, адже, за висловленням О.
Роготченка, у цей період «навіть натяк на не акаде-
мізм оголошується хибним і ворожим принципам
партійності та народності радянського мистецтва»
[8, с. 139].
Одночасно слід наголосити, що гранично
умовні засоби виразності хореографічного мистец-
тва опинилися в ситуації стагнації, оскільки форма-
льні пошуки не схвалювалися, актуальними ста-
вали виключно ідеологічно виважені партійно-ра-
дянські наративи. Романтизуватися в пластичний
спосіб могли лише образи радянських людей, а не
абстрактні фантазії. Тому хореодрама (драмбалет)
став тим жанром, що відповідав вимогам не форма-
льних, а змістових та драматично насичених пошу-
ків балетного театру у відповідності до соцреаліс-
тичного канону.
«Повертаючись в естетиці та філософії куль-
тури до… соціалістичної надреальності, в якій все
відбувається так, як мусить бути, а не так, як є, іде-
ологи-“соцреалісти” рішуче відкидали будь-які
умовності в естетиці зображення цієї “романтич-
ної” надреальності», – зазначає М. Попович, наго-
лошуючи, що засоби зображення фальшивих обра-
зів мали бути максимально життєподібними, тобто,
реалістичними [7].
Висновки та пропозиції. Становлення націона-
льної балетної вистави у період запровадження со-
цреалістичного методу в Радянській Україні можна
назвати своєрідним проявом народності у мистец-
тві. Перші національні балетні вистави («Пан
Каньовський» М. Вериківського – В. Литвиненка,
В. Верховинця, 1931; «Лілея» К. Данькевича – Г.
Березової, 1940) стали інтегративною системою
академічних та соцреалістичних принципів, що
проявилося не лише у синтезованій лексиці класи-
чної та української народно-сценічної хореографії,
а й ширше – поєднанні загальних композиційно-ар-
хітектонічних принципів академічних балетів та
хореодраматичних рис, що цілком відповідали соц-
реалістичним вимогам.
Серед перспективних напрямів подальшого
розроблення проблеми взаємодії принципів акаде-
мізму та соцреалізму у національних балетах – роз-
ширення хронологічних меж дослідження, адже со-
цреалістичні принципи панували у мистецтві Ра-
дянської України аж до розпаду СРСР; порівняння
балетмейстерських прийомів в аспекті співвідне-
сення академічних та соцреалістичних рис та ін.
Література
1. Антропологічний код української культури
і цивілізації:у двох книгах / О. Рафальський (керів-
ник авторського колективу), Я. Калакура, В. Коцур,
М. Юрій (науковий редактор). Київ: ІПіЕНД ім. І.
Ф. Кураса НАН України, 2020. Книга 2. 536 с.
2. Веселовська Г. І. Український театральний
авангард / Ін-т проблем сучасного мист-ва, Нац.
акад. мист-в України. Київ: Фенікс, 2010. 368 с.
3. Климчук І. Українська національна ба-
летна вистава в УРСР в оптиці соцреалізму.
Молодий вчений. 2020. № 12. С. 84–87.
4. Король А. Українські балети як етномар-
кери. Танцювальні студії. 2019. Т. 2., № 2. С. 149–
157.
5. Маркевич Л. Трансформація системи ху-
дожньої мови української національної балетної
вистави в 20-80 роках ХХ ст.: автореф. дис… канд.
мистецтвознавства: спец. 26.00.01 «Теорія та
історія культури». Івано-Франківськ, 2019. 23 с.
6. Підлипська А. Насадження моноідео-
логічних принципів у художній критиці в Радянсь-
кій Україні 1930-х років. Українська культура:
минуле, сучасне, шляхи розвитку. 2023. Вип. 44. С.
144–148.
7. Попович М. Нарис історії культури
України. Київ: АртЕк, 1998. 727 с. URL: http://lito-
pys.org.ua/popovych/narys36.htm
8. Роготченко О. О. Соціалістичний реалізм і
тоталітаризм / Інститут проблем сучасного ми-
стецтва Академії мистецтв України. Київ: ФЕНІКС,
2007. 608 с.
9. Семенова Н. М. Національна балетна ви-
става в українській хореографічній культурі ХХ –
початку ХХІ століть: дис… канд. мистецтвознав-
ства: спец. 26.00.04 «Українська культура». Харків,
2019. 240 с.
10. Станішевський Ю. Балетний театр Радян-
ської України: 1925–1985: Шляхи і проблеми ро-
звитку. Київ: Музична Україна, 1986. 235 с.

CHEMICAL SCIENCES
SYNTHESIS AND STUDY OF COMPOUNDS OF TYPE LaBv
Te3 (Bv
-Sb, Bi)
Hasanova Z.,
research assistant, Department of General and Inorganic Chemistry,
Baku State University, Baku, Azerbaijan
Mirzaeva R.,
research assistant, Department of General and Inorganic Chemistry,
Ismailov Z.
Ph.D. Associate Professor, Departments "General and inorganic chemistry,
DOI: 10.5281/zenodo.11171306
ABSTRACT
Using methods of physicochemical analysis, the mode of synthesis of LaBv
Te3 (Bv
-Sb, Bi) compounds indi-
rectly was established. The LaBv
Te3 compound crystallizes in the tetradymite structural type with space group
D3d
5
-R3m hexagonal cell parameters for LaSbTe3 a = 4.24 Å, b = 30.64 Å, c/a = 7.1 and for LaBiTe3 a = 4.36 Å
b=30.70Å, c/a=7.04.
They are narrow-gap n-type semiconductors, for LaSbTe3 ΔE=0.18 eV; d pycn. = 6.62 g/sm3
, drent=6.69
g/sm3
, Hμ=2110 MPa and for LaBiTe3 ΔE=0.21 eV,
d pycn.=7.15 g/cm3, drent=7.20 g/sm3
, Hμ= 1955MPa
Keywords: synthesis, research, indirect way, crystallization, semiconductor.
Introduction
Recently, a large number of new ternary chemical
compounds involving KSM have been synthesized and
studied with the properties of semiconductor chalco-
genides, rare earth elements and group V elements, as
well as phases based on them, are promising substances
for working as topological insulators and thermoelec-
tric materials [1-10].
Purpose of the study
In this work, the goal was to synthesize a com-
pound of the LaBv
Te3 type. (Bv
-Sb, Bi).
Experimental part
Synthesis of LaBv
Te3. (Bv
-Sb, Bi) is carried out by
fusing an equimolar amount of the original compo-
nents.
Sb2Te3 (Bi2Te3) with lanthanum chlorides (LaCl3).
Sb2Te3(Bi2Te3) is obtained by fusing stoichiometric
amounts of elements using the ampoule method [11].
For this purpose, antimony and bismuth B-4, Tellurium
TA- 2, reagent grade lanthanum chlorides are used.
The compound Sb2Te3(Bi2Te3) has a rhombohe-
dral layered structure of the tetradymite type (Bi2Te2S),
belonging to the space group D3d
5
-R3m [12] and has the
following lattice parameters ( for Sb2Te3 , a = 4.25 Å; c
= 30.487 Å, с/ a=7.08, and for Bi2Te3 a=4.373 Å,
c=30.487 Å, c/a=6.97). They are semiconductors with
a small band gap (for Sb2Te3 0.19 eV, and for Bi2Te3
0.15 eV), high thermal emf coefficient. and low thermal
conductivity. At room temperature it has n-type electri-
cal conductivity [10-15].
Stoichiometric amounts of Sb2(Bi2) Te3 and LaCl3
were thoroughly crushed, mixed and placed in a quartz
beaker, which is placed in a quartz reactor with an out-
let tube for the BiCl3 released during the reaction. Be-
fore synthesis, the reactor was purged with an inert gas
(Ar) and connected to a water-jet pump through the wa-
ter seal of the Tishchenko flask. The required tempera-
ture was achieved using a homemade crucible furnace
in which the reactor was placed [19]. The optimal syn-
thesis mode was established experimentally. Tempera-
ture 630-750 °C for 3-5 hours.
Results and its discussion
During the fusion process of B2
V
Te3 and CaCl3, a
complex chemical interaction occurs. As a result, pow-
dery and gaseous products were obtained.
X-ray, thermal and chemical analyzes showed that
the interaction of B2
V
Te3 with LaCl3 can be summarized
by the reaction equation:
LaCl3 + BV
2Te3 → LaBV
Te3 + BV
Cl3 
The reaction products were identified by chemical,
differential thermal (DTA) and X-ray diffraction
(XRD) analyses. The results of the analysis are shown
in table 1.
Table 1.
Results of chemical analyzes of LaBV
Te3 compound.
Compounds
Chemical composition
Calculated, weight, % Found, weight %
La Sb Bi Te La Sb Bi Te Component ratio
LaSbTe3 25,73 17,92 56,33 25,71 17,90 56,30 1:1:1
LaBiTe3 19,01 28,59 52,36 19,0 28,68 52,36 1:1:1

Samples obtained in the form of ingots and an-
nealed at 650°C for two weeks were subjected to com-
plex methods of physicochemical analysis. A compari-
son of the diffraction patterns of the compounds
showed that they are isostructural and crystallize in the
hexagonal system with space group D3d
5
– R3m.
Table 2 shows the lattice periods and some physi-
cochemical properties of these compounds. Electrical
conductivity and thermo-emf were studied. these com-
pounds at room temperature and it was found that they
are narrow-gap n-type semiconductors. The band gap is
equal for LaSbTe3 ΔE = 0.22 eV; for LaBiTe3 ΔE =
0.19 eV.
Table 2
Results of some physicochemical and crystal chemical properties of LaBv
Te3 compounds
Compounds Singonia
Structural
type
Lattice period, Å Density g/sm3 Formation
temperature, К
Hm,
МPa
a b c/a d rent d pycn.
LaSbTe3 rhombic Bi2Te2S 4,24 30,64 7,21 6,69 6,62 1100 2750
LaBiTe3 n n 4,36 30,70 7,04 7,9 7,5 925 2370
Conclusion
As a result of research, a mode for the synthesis of
LaBv
Te3 (Bv-Sb, Bi) compounds by indirect route has
been established. The LaBv
Te3 compound crystallizes
in the tetradymite structural type with space group
D3d5-R3m, hexagonal cell parameters for LaSbTe3 a =
4.24 Å, b = 30.64 Å, c/a = 7.1 and for LaBiTe3 a = 4.36
Å b=30.70Å, с/a=7.04.
It was revealed that LaBv
Te3 (Bv-Sb, Bi)
compounds are narrow-gap n-type semiconductors.
References
1. Yarembash E.I., Eliseev A.A. Chalcogenides of
rare earth elements. Moscow: science, 1975. 275 p.
2. Kost M.E., Shilov A.A., Mikheeva V.I. and
other chemistry of rare elements, compounds of rare
earth elements hydrides, borides, carbides, phosphides,
chalcogenides M: science 1983, 272 p.
3. Rustamov P.G., Aliev O.M., Eypullaev et al.
Chalcolanthanates of rare elements M: science 1988
284 p.
4. Sadygov F.M. Physico-chemical basis for the
production of chalcostibines and chalcobismuthites of
rare earth elements and materials based on them, doc-
toral dissertation, Baku 1993, 48 p.
5. Sadygov F.M., Ilyasly T.M., Tombarova G.T.
and others. Phase equilibria in the Bi2Se3 – Nd3Se sys-
tem and electrical properties of the resulting phases.
Advances in modern natural science 2-16 No. 4. pp. 53-
56.
6. Tombarova T.T., Sadykhov F.M., Ilyasly T.M.
and other electrophysical properties of the resulting
phases in the Bi2Se3 – Nd3Se4 system. Gənc
Tədqiqatların Beyalxalq elmi konfransı 2016. pp. 175-
176
7. Sadygov F.M. Bakhtiyarov I.B., Heydarova.
Liquidus of the ternary system La-Bi-Te Izv. AK USSR
inorganic. materials 1982. T.23 No. 12 pp. 1992-1988
8. Geydarova E.A., Rustamov P.G., Aliev I.Sh.
Study of interaction in the La2Te3 – Sb2Te3 system.
1982 T.27. No. 7 p.1880-1882
9. Goltsman B.M., Kudinov V.A., Smirnov I.A.
Semiconductor thermoelectric materials based on
Bi2Te3 M: science 1972 pp.320
10. Abrikosov N.K., Bankina V.F., Poretskaya
L.V. et al. Semiconductor compounds, their preparation
and properties M. Nauka 1967, pp. 176
11. Synthesis of compounds P2BiS3 and CdBiS3.
Reports of A/c Sciences Azerbaijan. USSR 1974. T.30
No. 2 pp.33-37.
12. Shenyamova L.E., Karpiysky O.G., Konstan-
tinov P.P., Svechnikova T.E. and other layered chalco-
genides in quasi-binary systems AIVBVI – AV2BVI
(AIV – Ge, Sn, Pb; BV – Bi, Sb, BVI – Te, Se) prom-
ising thermoelectric materials for thermogenerators //
Perspective Materials 2006, No. 3, pp.5-17
13. Vlasova R.N. Stillvaps Study of thermoelec-
tric properties of bismuth telluride ZhTP. 1955. T.25.
No. 4. pp.569-576.
14. Salterthaite C.B., Ure R.W. Electrcon and
thermal properties of Bi2Te3 – Phyc. Pew. 1957. V.109.
p1164-1170
15. Rustamov P.G. Cherstvova V.B., Salmanov
S.M. Synthesis and production of NaSbS3 single crys-
tals // Izv. Academy of Sciences of the USSR. Inorgan
materials 1976. T.12. No. 8 pp. 1478-1479

MEDICAL SCIENCES
ДИАГНОСТИЧЕСКАЯ ЦЕННОСТЬ ПРОТЕОМА СЛЮНЫ. МИНИ-ОБЗОР
Аронбаев Д.,
кандидат химических наук, доцент, Самаркандский государственный университет,
Самарканд, Узбекистан
Раимкулова Ч.,
PhD, ассистент кафедры медицинской химии Самаркандского
государственного медицинского университета, Самарканд, Узбекистан
Аронбаев С.
доктор химических наук, профессор, Самаркандский государственный университет,
Самарканд, Узбекистан
THE DIAGNOSTIC VALUE OF THE SALIVA PROTEOME. MINI REVIEW
Aronbaev D.,
Candidate of Chemical Sciences, Associate Professor, Samarkand State University,
Samarkand, Uzbekistan
Raimkulova Ch.,
PhD, Assistant Professor of the Department of Medical Chemistry,
Samarkand State Medical University, Samarkand, Uzbekistan
Aronbaev S.
Doctor of Chemical Sciences, Professor, Samarkand State University,
Samarkand, Uzbekistan
DOI: 10.5281/zenodo.11171316
АННОТАЦИЯ
Поиск новых, быстрых и малоинвазивных методов диагностики заболеваний, как полости рта, так и
общих заболеваний различной этиологии и их внедрение в практическое здравоохранение по-прежнему
являются приоритетными в области медицины. Среди известных методов анализа биологических жидко-
стей особое место занимает исследование слюны. Анализ ротовой жидкости обладает высоким потенциа-
лом в скрининге различных заболеваний, поскольку содержит широкий спектр органических и неоргани-
ческих соединений. Значительное количество исследований было посвящено изучению количественного
и качественного состава ротовой жидкости, а также изучению биомаркеров слюны, однако изучение про-
теома слюны находится на стадии накопления данных. Отсутствие стандартизации в отборе образцов и
методах анализа, а также малоизученные физиологические и биохимические параметры ротовой жидкости
препятствуют внедрению достижений в области изучения протеома слюны в диагностическую практику.
Решение этих задач позволит использовать ротовую жидкость в качестве биологической среды, как для
выявления заболеваний, так и для прогнозирования их течения.
ABSTRACT
The search for new, fast and minimally invasive methods of diagnosing diseases of both the oral cavity and
general diseases of various etiologies and their introduction into practical healthcare is still a priority in the field
of medicine. Among the well-known methods of analysis of biological fluids, a special place is occupied by the
study of saliva. Oral fluid analysis has a high potential in the screening of various diseases, since it contains a wide
range of organic and non-organic compounds. A significant number of studies have been devoted to the study of
the quantitative and qualitative composition of oral fluid, as well as the study of saliva biomarkers, but the study
of the saliva proteome is at the stage of data accumulation. The lack of standardization in the collection of samples
and analysis methods, as well as poorly studied physiological and biochemical parameters of oral fluid, prevents
the introduction of advances in the study of the saliva proteome into diagnostic practice. The solution of these
tasks will allow the oral fluid to be used as a biological medium for both the detection of diseases and the prognosis
of their course.
Ключевые слова: ротовая жидкость, биохимические маркеры, неинвазивная диагностика, экспресс-
диагностика, протеом.
Keywords: oral fluid, biochemical markers, noninvasive diagnostics, express diagnostics, proteome.
Interest in rapid and less invasive diagnostic tests
has been growing in a geometric progression in recent
decades. Currently, the study of oral fluid is of interest
to most researchers. Saliva is a viscous liquid with a pH
of 5.8 - 7.6, the composition of which varies depending
on the rate of its secretion. About 99 - 99.4% of saliva
is water, 1 - 0.6% - mineral and organic substances. The
inorganic components of saliva are in the form of mac-
ronutrients dissolved in it by anions - chlorides, phos-
phates, bicarbonates, rhodanides, iodides, bromides,
sulfates, as well as Na+
, K+
, Ca2+
Mg2+
cations. Trace
elements are determined in saliva: Fe, Si, Mn, Ni, Li,

Zn, Cd, Pb, Li, etc. All mineral macro and microele-
ments are found both in the form of simple ions and in
the composition of compounds - salts, proteins and che-
lates. The formation and excretion of saliva into the oral
cavity is carried out by three pairs of large salivary
glands (near-ear, sublingual and submandibular) and
many small salivary glands. However, it is worth dis-
tinguishing between saliva and "oral fluid" or "mixed
saliva". The oral fluid or mixed saliva, in addition to the
secretion of the salivary glands, contains epithelial
cells, leukocytes, microorganisms, food residues and is
an important factor for maintaining their homeostasis
[1].
Mixed saliva is an environment in which the or-
gans of the oral cavity are located throughout life and
is the most important factor for maintaining their ho-
meostasis [2]. Undoubtedly, an integral part of the ho-
meostasis of the oral cavity is the quantitative and qual-
itative (trace elements, proteins, immunoglobulins)
composition of the oral fluid, which indicates local im-
munity. The main and most important properties of oral
fluid are mechanical, immunological and antibacterial
activity. Indicators of mixed saliva are closely related
to the physiological state of the body and the pathology
of the dental system. The presence of concomitant pa-
thology, as well as taking medications, leads to a viola-
tion of its physico-chemical and metabolic parameters,
which directly affects the development of diseases of
the hard tissues of the teeth, periodontal tissues, oral
mucosa [3-5].
Even in the early Middle Ages, alchemist-healers
tried to use saliva to make a diagnosis, and Avicenna
and his followers generally believed that saliva and
blood had the same origin [6].
However, oral fluid analysis became more widely
used only in the late twentieth and early twenty-first
centuries, due to the emergence of new biological meth-
ods for protein isolation and purification, the develop-
ment of modern sensitive amplification methods, im-
proved methods for the selection and processing of sa-
liva samples, as well as the development of
metagenomic analysis [7].
For a long time, numerous studies have been
aimed at studying the morphological and physiological
features of the structure and functioning of the salivary
glands. As a result of numerous studies, the quantitative
and qualitative composition of saliva was determined,
the values of the ratio of electrolytes, proteins, enzymes
in it were determined, and its crystal properties were
studied [8]. There is evidence of changes in the param-
eters of oral fluid with age, so during the period from
newborn to the period of senile age, there is a decrease
in the amount of daily saliva production, which is asso-
ciated with age-related changes in the morphology of
the salivary glands. According to various studies, based
on the studied parameters of oral fluid, namely immu-
noglobulins lgA, lgM, lgG and secretory lgA, pro-in-
flammatory factors (interleukin-13, interleukin-6, inter-
leukin- 8, tumor necrosis factor- α), it is noted that in
elderly and in senile age, the production of immune de-
fense markers decreases, which leads to an increase in
the risk of developing autoimmune and inflammatory
processes in the oral cavity [9].
In this connection, it became possible, based on
the analysis of oral fluid, to diagnose various diseases
not only in the oral cavity, such as caries [10],[11], per-
iodontitis [12], diseases of the oral mucosa [13], but
also a number of systemic diseases: autoimmune dis-
eases [14], [15], viral [16], [17], [18], bacterial diseases
[19], cardiovascular diseases [20], diabetes mellitus,
Alzheimer's disease [22], neuropsychiatric disorders
[23], as well as oncological diseases [24], [25].
Conclusion
Thus, the analysis of oral fluid has a high potential
in the screening of various diseases, since it contains a
wide range of organic and inorganic compounds. The
study of the composition and properties of oral fluid, as
well as the study of saliva biomarkers, makes it possible
in some cases to determine not only the state of the
body as a whole and the tissues of the oral cavity, but
also in some cases to predict the course of the disease.A
significant number of studies have been devoted to the
study of the quantitative and qualitative composition of
oral fluid, as well as the study of saliva biomarkers, but
the study of the saliva proteome is at the stage of data
accumulation. The lack of standardization in the collec-
tion of samples and analysis methods, as well as poorly
studied physiological and biochemical parameters of
oral fluid, prevents the introduction of advances in the
study of the saliva proteome into diagnostic practice.
The solution of these tasks will allow the use of oral
fluid as an express test, which can become an alterna-
tive to invasive technologies for early diagnosis, prep-
aration of a treatment plan and prognosis of the course
of the disease.
References
1. Yelovikova T.N., Grigoriev S.S. Saliva as a bi-
ological fluid and its role in oral health. A study guide.
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lova T.P., Ostrovskaya I.G., Yevarnitskaya N.R., Den-
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3. Vavilova T.P., Mitronin A.V., Duxovskaya
N.Ye., Ostrovskaya I.G., Alekberova G.I. Diagnostich-
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PEDAGOGICAL SCIENCES
USING SOCIAL MEDIA AND DIGITAL TOOLS IN LANGUAGE TEACHING
Ahmadova Z.
Senior teacher, Department of foreign languages
Sumgait State University, Sumgait, Azerbaijan
DOI: 10.5281/zenodo.11171333
ABSTRACT
Recently, learning foreign languages using the Internet has become popular. In this regard, there are a number
of social networks that have created special conditions for those who want to learn the language. Users who do not
know the language very well often try to establish a dialogue in that language. In this case, the assessment and
advice of other users will help him. Currently, the use of social networks in the teaching of foreign languages is
very relevant and has a positive role in increasing the motivation of students to learn the language. In this regard,
recent research shows the growing interest of linguists, historians and politicians in social networks.
Keywords: social media, internet, education, social network.
The Internet is considered the World Wide Web
for communication. It connects hundreds of thousands
of computer networks. It is considered a communica-
tion system that allows computer machines to com-
municate. Researchers in the field of communication
define it as a means of cooperative communication that
includes a large number of computer networks world-
wide, allowing individuals and groups to use them as a
means of communication on a large scale.
Web 2.0 technology is characterized as social, per-
sonalized, interactive and participatory. Second lan-
guage acquisition is considered to have many ad-
vantages, particularly in promoting increased learner
autonomy and promoting interaction and collaboration.
Autonomy and collaboration are at the core of Web 2.0
websites, where users come together to "collaborate,
learn, and create knowledge." This collaborative nature
of learning is based on a "participatory architecture"
that allows users to create content in a public space,
such as a social networking site.
The technological and information revolution in
various fields of human knowledge has become the
most important feature of the twenty-first century. This
revolution touched all spheres of life as it contributed
to the state of rapprochement and communication, the
elimination of geographical boundaries, class and eth-
nic differences. This has led to a mingling of cultures
as well as daily monitoring of events on the world stage.
Social networks are one of the results of these
technological developments that have entered our daily
lives. Although the primary purpose of creating these
sites is social communication between individuals, this
use has increasingly spread to include all areas of daily
life and all cultural, social, political and economic ac-
tivities. Thus, social sites have created a new form of
free and direct communication. Social media is now be-
ing used in more and more areas.
The education sector represents one of these areas
that has undergone some degree of change and impact
on social networking sites. Facebook, Twitter,
WhatsApp and other networks are considered to be
among the most important methods used and applied in
the educational process, because they are a flexible vir-
tual environment and platform where the parties in-
volved in the educational process communicate while
presenting educational models based on strategies that
enable information, knowledge and information acqui-
sition. provides. to exchange ideas. In addition, they
help to train a generation of teachers and learners with
the skills to work with modern technologies and their
subsequent developments, as well as to share these
skills with the wider community and open doors for eq-
uitable education.
L.A. Bekheti stated that there are several reasons
for using social media in the classroom:
• Its content supports teaching and learning on a
lifelong learning scale; contributes to equity and inclu-
sion and raises standards across Higher Education in-
stitutions to improve the quality and accessibility of
course content.
• Social media enables students to create digital
content and publish it online, increasing the vast re-
source of user-generated content that students and
teachers can benefit from together, and encouraging
more active and engaged approaches to learning.
• Social media is a network that connects stu-
dents and their teachers, allowing them to share their
knowledge and at the same time gain access to special-
ized and targeted knowledge in a particular area of in-
terest.
• Social media enables collaboration between
learners and teachers on a specific task or project or a
common goal, combines resources and collects the ex-
perience of a group of people working towards a com-
mon goal [4, p.468].
P.J. Crowley also discusses some of the reasons
for using social media in the classroom as follows:
1. Social media provides spaces for students to
share their stories both inside and outside the class-
room.
2. It also gives them an opportunity to hear sto-
ries outside of school.
3. Social media helps students to recognize their
personal power [4, p.468].
Another study suggested learning through web-
sites and social networks (such as Facebook) because
they are accessible for interaction, collaboration, infor-
mation and resource sharing. M.N. Amin and others
state that social networking sites promote participation
and critical thinking [2, p.1]. H.Ajjan and R.Hartshorne

reviewed course content and assessment, cross-cultural
language learning and its positive effects on identity ex-
pression and digital literacy, especially for marginal-
ized groups and increased peer support and communi-
cation [1, p.71].
Currently, the most used social media tools in the
field of education are:
1. Blogs. Blogging is used for various educa-
tional purposes, such as:
- Publication of research papers and school
homework. A hosting system where students use a
blogging system electronically instead of the traditional
way to publish their research and homework.
- Creating an environment of cooperation and
constructive dialogue among students by following and
commenting on their colleagues' blogs.
2. Facebook. Educators and students can use Fa-
cebook in Education to create a Facebook page or group
for educational purposes:
- Inviting teachers and students to participate by
sharing and exchanging information and Internet links
on educational topics.
- Educational images and videos can be up-
loaded, then teachers and students can share, discuss
and comment on them.
3. Twitter. As a result of research, it was found
that Twitter is also widely used in education:
- Further conferences and seminars.
- Update courses; A teacher of any course can
create a Twitter account for that course.
- Facilitate project management; Students or in-
structors working together on a project can communi-
cate with each other using Twitter. They remind each
other about project issues and project status
- Activate discussions and debates; Twitter's in-
teractivity can help a group of people by creating chan-
nels for debate and discussion on specific topics.
4. Instagram was launched as a photo sharing
platform and over time other new features like video,
text and story sharing have been added which have
greatly contributed to its growth. In terms of language
learning, Handayani argues that Instagram can be used
as a resource for implementing several activities in lan-
guage classrooms, such as digital stories, grammar ac-
tivities through photos, role-playing, reading, speaking
activities through videos. Thus, the Instagram language
includes four language skills to practice in the class-
room and beyond. In addition, some research has been
done on Instagram to develop writing skills. These
studies have shown that Instagram is an effective tool
for improving students' writing skills. In addition, In-
stagram has been found to increase students' motivation
to learn and their participation in classroom activities.
Among their studies of the use of Instagram for lan-
guage learning, Mansor and Rahim found it to be an
effective platform that encouraged students to interact
with their peers in group work involving videos they
shared about teacher-led tasks.
5. WhatsApp. The results of L. Chetinkaya's re-
search showed that students formed positive opinions
about the use of WhatsApp in their classes [3]. They
tried the same experiment in their other courses. Thus,
they found that learning using whatsApp can be uncon-
scious and messages with pictures can be more effec-
tive for students to learn the language. However, sev-
eral students expressed negative views about the timing
of some posts and the excess posts within the group.
Finally, the use of WhatsApp in the educational process
has been identified as both a supportive technology for
students and also the possibility of encountering poten-
tially harmful friendships. Therefore, first of all, teach-
ers should know how to use social networks and teach
students how to use them correctly and positively [4, p.
469-470].
A study conducted by S. Manca and M. Ranieri
shows that the use of social media or digital media is
more stimulating and motivating [4, p.470]. The appli-
cations of social media for teaching and learning have
been quite useful as some of the tools can be applied in
everyday practice where students take their assign-
ments home. Some options that can be adopted by
teachers and students are presented by S. Manca as spe-
cial communities for class, group work, exchange of
ideas and continuous teacher education [4, p.470].
Community resources allow embedding of videos,
links, documents, text or voice messages. By using a
collaborative space such as social networks, the teacher
in turn has the opportunity to improve aspects such as
writing skills among students, improving writing devel-
opment, conducting research on the topic, giving feed-
back and organizing debate.
Sosial şəbəkələr tələbələri problem qaldırmağa və
yaradıcı olmağa təşviq edərək yeni üsullardan istifadə
etməklə tədqiqat və ev tapşırıqları üçün onlardan isti-
fadəyə yönləndirir. Hətta sosial şəbəkələr tələbələrə
kitab mübadiləsi və onları bir-birindən borc almağa im-
kan verir. Sosial şəbəkələr tələbələrin öz müəllimləri ilə
ünsiyyətini asanlaşdırmaqla onların sayını artıra bilər.
Bundan əlavə, sosial şəbəkələr texnologiya
mədəniyyətini yayır və tələbələri öz ixtisasları üzrə ən
son yeniliklər haqqında məlumatlandıraraq maari-
fləndirir. Sosial ünsiyyət vasitələri utancaq tələbələrə
öz fikirlərini yazılı şəkildə ifadə etməyə imkan verir ki,
bu da onların yaradıcılığını oyatmağa kömək edir.
References
1. Ajjan H. and Hartshorne R. Investigating fac-
ulty decisions to adopt Web 2.0 technologies: Theory
and empirical tests. The internet and higher education,
11(2), 2008, pp.71-80.
2. Amin M.N., Hasnan A.S., and Besar N.N. The
Utilization of Web 2.0 forKnowledge Sharing: The
Case of Tertiary Education in Brunei Darussalam. In
Handbook of Research on Managerial Practices and
Disruptive Innovation in Asia. 2020, pp.1-25
3. Cetinkaya L. The impact of WhatsApp use on
success in education process. International Review of
Research in Open and Distributed Learning, 18(7).
2017
4. Falhumaid K.H. Qualitative Evaluation: Ef-
fectiveness of Utilizing Digital and Social Media in Ed-
ucation. Utopía y Praxis Latinoamericana, 2020,
vol.25, pp.465-475

ИССЛЕДОВАНИЕ ЭФФЕКТИВНОСТИ ТЕХНОЛОГИИ ПРОЕКТНОГО ОБУЧЕНИЯ В
ГЕОГРАФИЧЕСКОМ ОБРАЗОВАНИИ
Лайсханов Ш.У.
PhD, и. о. ассоциированного профессора,
Барат Ш.А.
магистрант
КазНПУ им. Абая, Алматы, Казахстан
RESEARCH ON THE EFFECTIVENESS OF PROJECT-BASED LEARNING TECHNOLOGY IN
GEOGRAPHIC EDUCATION
Laiskhanov Sh.,
PhD, acting associate professor,
Barat Sh.
master's student
KAZ NPU named after Abai, Almaty, Kazakhstan
DOI: 10.5281/zenodo.11171343
АННОТАЦИЯ
В настоящее время развитие у учащихся исследовательских способностей, приобщение к самообра-
зованию является одной из важнейших проблем в системе образования. Одним из возможных путей реше-
ния данной проблемы является применение технологии проектного обучения. Технология проектного обу-
чения развивает у учащихся способность решать проблемы, повышая мотивацию к получению пособия.
Но в нашей стране технология проектного обучения в географическом образовании не получила широкого
распространения.
Целью данной работы является экспериментальная оценка эффективности технологии проектного
обучения в преподавании школьной географии.
Эксперимент состоял из 2 частей:
1) онлайн опрос;
2) эксперимент с участием 36 учеников десятого класса, где учащиеся были разделены на 2 группы:
экспериментальную и контрольную;
Эксперимент длился 9 недель и состоял из 7 уроков и 2 экзаменов. В то время как экспериментальная
группа получала образование с помощью технологии проектного обучения, контрольная группа имела
простые занятия. Занятия проводились по разделу» природопользование и геоэкология". Итоговые резуль-
таты показали, что в среднем учащиеся групповой экспериментальной группы более активно посещали
занятия и набрали в среднем на 3,07 балла выше в тесте, чем в контрольной группе. Разница в баллах
между этими двумя группами показала, что технология проектного обучения является эффективным ин-
струментом обучения и может быть использована в общеобразовательных школах для углубления геогра-
фических знаний учащихся и повышения их исследовательских способностей.
ABSTRACT
Currently, the development of students' research abilities and the introduction to self-education is one of the
most important problems in the education system. One of the possible ways to solve this problem is the use of
project-based learning technology. Project-based learning technology develops students' ability to solve problems,
increasing motivation to receive benefits. But in our country, the technology of project-based learning in
geography education has not been widely used.
The purpose of this work is an experimental assessment of the effectiveness of project-based learning
technology in teaching school geography.
The experiment consisted of 2 parts:
1) Online survey;
2) an experiment involving 36 tenth grade students, where the students were divided into 2 groups:
experimental and control;
The experiment lasted 9 weeks and consisted of 7 lessons and 2 exams. While the experimental group was
educated using project-based learning technology, the control group had simple classes. Classes were held in the
section "environmental management and geoecology". The final results showed that, on average, the students of
the experimental group attended classes more actively and scored an average of 3.07 points higher in the test than
in the control group. The difference in scores between these two groups showed that project-based learning
technology is an effective teaching tool and can be used in general education schools to deepen students'
geographical knowledge and enhance their research abilities.
Ключевые слова: проект, технология проектного обучения (PBL), школьная география, географиче-
ское образование, преимущества технологии проектного обучения.
Keywords: project, project learning technology (PBL), school geography, geographical education,
advantages of project learning technology.

Introduction. Nowadays, education is aimed at
educating an individual who can solve problems, adapt
knowledge to real life, and engage in lifelong learning
[1]. In order to form such a personality in education,
teachers use many educational technologies [2,3,4].
One of them is project-based learning technology.
Project-based learning refers to a query-based
learning method that engages students in building
knowledge that motivates them to perform meaningful
projects and develop real-world products.[5]
Project-based learning allows students to learn by
following and applying ideas. Students engage in real-
world activities that resemble the activities that adult
professionals engage in[6]. This technology makes the
learning process more active and does not let students
get bored. In this way, it improves students 'learning
outcomes, increases their scientific research skills, and
has a significant impact on students' problem-solving
abilities[7].
The project-based teaching methodology is more
popular than ever and is used in a wide range of educa-
tion and training in the world [8]. And project - based
teaching of geography encourages a dynamic educa-
tional approach that combines real-world problem solv-
ing and critical thinking[9]. Many sources support the
effectiveness of this method. Confirms its influence on
the activity of students and a deeper understanding of
geographical concepts[10,11].
In their work, Shen and Yang compared the impact
of students on academic achievement in primary, sec-
ondary and higher education through project-based
learning technology on the direct instruction of teach-
ers. Project-based learning in this study reflects the
learning process in which students are engaged in orig-
inal projects and the development of products. As a re-
sult, project-based learning had a more positive impact
on students ' academic achievement than direct learn-
ing[12].
R. D. Putri proved in his research that project-
based learning technology has a beneficial effect on the
spatial thinking of students. Geography is a science that
focuses on the knowledge and study of space. However,
it has been proven that the spatial thinking of students
shows significantly more positive results when learning
with project-based learning technology than cognitive
work carried out in the field [13].
Indonesian scientists D. Arisanti et al.used pro-
ject-based learning technology in order to effectively
teach geography at Banjarmasin high school. The study
was conducted on 2 groups of 11 classes. As a result,
the use of project-based learning technology in teach-
ing geography has proven that it not only affects the
improvement of the quality of education, but also af-
fects the activity of students. In the course of the study,
students have increased creative abilities and developed
research skills [11].
Looking at these studies, we can see that project-
based learning technology develops students '
knowledge and skills. Therefore, in order to improve
the effectiveness of geographical education, it is neces-
sary to use project-based learning technologies.
The purpose of this study is aimed at assessing the
effectiveness of project-based learning technology in
teaching geography.
Research methods. The study was designed as a
multi-method study using a quasi-experimental design
and a descriptive quantitative research method with a
control group of students in the 10th grade before and
after the test.
Two groups (experimental and control) with the
same levels take part in the study. The levels of the
groups are determined by the test. The experimental
group is trained with project-based learning technol-
ogy, the control group is trained with a traditional for-
mat for 7 weeks. After the end of the practical classes,
a post-Practical Test was conducted again. A study was
carried out using the T-test method in order to compare
the similarities and differences between the results of
the two groups. The average value of the two groups,
the standard deviation, the degree of freedom of testing,
and the level of significance of the results were also cal-
culated.To calculate the mean and standard deviation
(SD) values "Calculator.net" online calculation pro-
gram, and for the calculation of the T-test and the anal-
ysis of quantitative data "Graphpad.com" online soft-
ware was used.
Participants.The study involved 36 students of
the tenth grade of school-Lyceum No. 210 in Almaty.
The number of students in the experimental group was
15, and the number of students in the control group was
21. the study participants were not classified by any
method. Class 10 A was randomly selected as the ex-
perimental group and Class 10 B as the control group.
8 of the students in the experimental group were boys,
7 were girls. 14 of them are educational accents, 1 is
secondary. 10 students in the control group are girls, 11
are boys. 19 educational accents, 2 secondary ones. The
age of the students ranged from 15-17 years.
Data collection. To collect the data, a 30-question
test developed by the researchers was used. In the pro-
cess of preparing and compiling the test, a table of spec-
ifications and goals of the section "nature management
and geoecology" in the curriculum of geography of the
tenth grade was developed. To verify the validity of the
test, questions about the training goals were determined
according to the complexity of each goal in relation to
the General section. In addition, two teachers of the
Russian language and literature considered the ques-
tions from the point of view of language and meaning.
Based on their feedback, the necessary adjustments
were made to the test. The level of complexity of the
test was also checked by 2 Geography teachers with an
expert degree, and the necessary changes were made
according to feedback.
Implementation. The implementation of the
study took from one hour a week to 9 weeks. Before the
execution, a test was applied to both groups to deter-
mine their equivalence. After using the preliminary
test, the students in the control group conducted simple
lessons with an interactive whiteboard, a textbook, re-
peated the lesson using the question-answer method
and completed the tasks in the textbook as tasks. And
in the experimental group, tasks compiled on the basis
of project-based learning technology were used as

teaching tools. The tasks were developed using digital
technologies (main map, CorelDRAW, Flippity,
Padlet, Miro, etc.). To compile the tasks, a textbook of
the tenth grade for teaching geography of the natural
and mathematical direction, compiled by K. Kaimuldi-
nova, S. Abilmazhinova, was used. In the process of
compiling the tasks, special attention was paid to the
purpose of the geography course of the tenth grade, the
age characteristics of the students and the correspond-
ence of the task to their level.
Based on feedback from three geography teachers,
two class teachers, 79 students of the tenth grade of
school-Lyceum No. 210, where the pilot study was con-
ducted, the necessary changes were made to the project
tasks. During the lesson, project tasks were completed
and instructions for completing the task were shown.
The task of the teacher is to guide the students. All
sources of information were provided by the teacher in
advance and showed an example to explain the task to
the students. For this reason, the instruction to the
teacher about all the necessary information was given
before the experiment. During the lesson, special atten-
tion was paid to the implementation of project tasks.
An example of tasks completed in the course of
the study.
Suggest ways to improve the environmental situation in Kazakhstan
Figure 1-suggest ways to improve the environmental situation in Kazakhstan.
1. study of environmental problems
a) identify and thoroughly study the main environ-
mental problems in Kazakhstan.
b) provide statistical data, case studies and exam-
ples to illustrate the severity of these difficulties.
2. analysis of the local ecosystem
a) carry out a detailed analysis of local ecosys-
tems, focusing on rivers, lakes, forests and other natural
resources.
b) assess the impact of human activity on these
ecosystems and propose conservation strategies.
3. offer solutions for renewable energy
a) Explore and propose viable renewable energy
options that meet the unique geographical and climatic
conditions of Kazakhstan.
b) discuss the potential benefits and difficulties as-
sociated with the adoption of renewable energy
sources.
4. biodiversity conservation strategies
a) explore measures to protect and preserve biodi-
versity in Kazakhstan.
b) emphasize the importance of preserving endan-
gered species and ecosystems.
5. development of green infrastructure
a) Explore and propose ways to incorporate green
infrastructure into urban development.
b) propose sustainable urban planning strategies to
minimize the impact on the environment.
6. improving waste management
a) evaluate current waste management practices in
Kazakhstan and identify areas for improvement.

b) offer innovative waste reduction and recycling
programs.
7. policy recommendations
a) study of environmental policy in Kazakhstan.
b) propose additional policy proposals or amend-
ments to improve the protection and sustainability of
the environment.
Results. This histogram contains the results of
tests performed before and after the practice session.
The time interval between pre-and post-test tests is 7
weeks. All data are analyzed by Student's T-test and the
degrees of validity of the test are presented.
Figure 2-pre-experimental results of 15 students in the experimental group.
Figure 3-results of pre-practical testing of 21 students in the control group.
Figures 1 and 2 show the results obtained in advance by the experimental group and the control group. You
can see the number of pupils in the horizontal direction, and the results in the vertical direction.
Table 1
Unpaired preliminary test results of 2 groups of students with T-test and p-values
Groups students average value SD df t test p value
Experimental 15 23,93 2.38 34 0.1784 0.8595
Сontrol group 21 23,76 2.95
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
The result of the experimental group
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Results of the control group

The first table presents the pre-experimental score
values of the two groups, the SD (Standard Deviation)
standard deviation values and the T-test and p-values.
The results of the two groups are similar to each other,
as shown in the table. The average score for the exper-
imental group was 23.93, and for the experimental
group-23.76. the standard deviations were 2.95 in the
control group, and 2.38 in the experimental group. the
T-test stool value was 0.1784. The p value was a coef-
ficient of 0.8595. These indicators show that there is no
significant statistical difference between the two
groups, that is, the level of knowledge of students in the
groups is the same.
Figure 4-post-experimental results of 15 students in the experimental group.
Figure 5-post-practice results of 21 students in the control group.
Figures 3 and 4 show the results of the observation group and the experimental group after the experiment.
You can see the number of pupils in the horizontal direction, and the results in the vertical direction.
Table 2
Results of unpaired post-experimental tests of students of two groups with T-test and p-values
Groups students average value SD df t test p value
Experimental 15 27.07 2.15 34 3.5913 0.0010
Сontrol group 21 24.00 2.76
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Experimental group
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Control group

Table 2 shows the SD, T-test and P values of the
experimental group and control group. Statistical anal-
ysis of the results of post-practice testing of students
shows that there is a difference between the two groups.
In the observational group, the average value showed
24, in the experimental group this figure is higher by a
coefficient of 3.07. The SD score was 2.76 in the con-
trol group and 2.15 in the experimental group. The de-
gree of freedom of the general test is equal to 34. The
value of T was 3.5913, the value of P was equal to the
indicator 0.0010. According to the results of the T-test
of both groups, the diversity of groups can be expressed
with 95% confidence.
At the same time, after the use of project-based
learning technology in teaching geography, a number
of positive changes were observed not only in the indi-
cators of students ' knowledge, but also in their critical
thinking, collaboration with classmates, differentiation
of Information, development of research abilities, and
interconnection of subjects.
During the practice, Project-Based Learning re-
vealed different points of view, alternative solutions,
and contradictions to students. This helped students de-
velop critical thinking and analysis skills.
Students who mastered project-based learning
were able not only to learn geographical facts, but also
to connect processes with each other and form a deeper
geographical understanding.
In the process of joint consideration of geograph-
ical issues, they also learned to use each other's
strengths. And this strengthens the ability of students to
work harmoniously with the team and prepares them
for the future.
Conclusion and discussion. In conclusion, it was
proved on the basis of experience that the use of pro-
ject-based learning technology in geographical educa-
tion helps to improve the quality of students '
knowledge. Initially, the level of knowledge of the two
groups of students selected for the purpose of practice
was approximately equal. That is, they have similar av-
erage indicators of pre-trial testing results. Then, for 7
weeks, two groups of 10th grade students received
training in the Department "Nature management and
geoecology" in two different formats (experimental
group-with Project-Based Learning Technology, Con-
trol Group-in the traditional educational format).
According to the results of post-experimental test-
ing, the average score of the experimental group was
higher than that of the control group by a coefficient of
3.07. Initially, the T-criterion showed that there is no
point in statistical comparison of these results. And af-
ter using project-based learning technology, this result
was negative. After the experiment, it was found that
the t value is 3.5913 p value is 0.0010. That is, the sta-
tistical results of the groups are 95% different.
In this article, we dealt with the assessment of the
effectiveness of project-based learning technology in
teaching geography. First of all, we studied the effec-
tiveness of project-based learning technology. For this
purpose, we conducted practical training in 210
schools-lyceums of Almaty.
Based on the research of foreign scientists, pro-
ject-based learning has a moderate to large positive ef-
fect on students ' learning outcomes compared to tradi-
tional learning [12,14,15]. Analyzing the work of for-
eign experience and scientists, it was revealed that the
use of project-based learning technologies in basic ed-
ucation is of great importance. Therefore, we thought
that project-based learning would be more effective
than traditional learning. Based on the results after the
experiment, the students of the experimental group
achieved a good result of the study. That is, we were
able to prove that project-based learning technology is
an effective discipline in teaching geography.
In addition, project learning technology promotes
critical thinking, problem solving, interpersonal com-
munication, information and media literacy, collabora-
tion, leadership and teamwork, innovation and creative
thinking [16,17,18,19]. This conclusion of scientists
corresponded to our personal experience. The students
showed these qualities and became more active in the
lesson.
Many studies show that project learning technol-
ogy is one of the most effective ways to develop oppor-
tunities in the 21st century [20,21]. We also propose to
use project-based learning technologies in order to in-
crease the effectiveness of teaching geography at
school, based on the results of the practice conducted in
210 schools-lyceums.
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DEVELOPMENT OF MORAL VALUES AS A CONDITION FOR FORMING SOCIAL-EMOTIONAL
SKILLS IN PRESCHOOLERS
Yryskeldi A.
Master's Student
Abai Kazakh National Pedagogical University
Academic Supervisor:
Dr. Abitova G.
Associate Professor
DOI: 10.5281/zenodo.11171352
ABSTRACT
This article examines the issue of upbringing moral values and the formation of social-emotional skills in
children. The author identifies goals and objectives of social-emotional development of pre-schoolers, and defines
the concept of “moral value”. The formation of social-emotional skills in accordance with the Standard of Pre-
school Education of the Republic of Kazakhstan is one of the tasks of comprehensive child development. By
forming social-emotional skills, we educate children in the field of sociocultural norms and shape spiritual and
moral values.
Keywords: moral values, social-emotional skills, preschool education, child upbringing, personality.
Educating children is one of the most important
tasks in the modern society. There is a wonderful state-
ment by Mukhtar Auezov about raising children: “If
you don't want to remain poor, seek knowledge, know
how to raise children from the cradle.” That is why
since ancient times, attention has been paid to cultivat-
ing qualities such as patience, tolerance, and nobility in
children from birth. The basis of moral education of the
younger generation in the family is the idea of national
upbringing. Such understanding is sacred and revered
for us to this day, as we and our children are generations
raised on the traditions of our ancestors, passed down
to us in our native language. Here, indisputable are the
high human qualities that characterize our people, such
as honesty, compassion, kindness, and hospitality.
The long-standing experience of ancestors con-
tributed to children developing within their circle, in
society, and also taught them to distinguish between
good and evil, right and wrong. This is mentioned in
the Nineteenth Word of the poet-philosopher Abai: “A
human child is not born rational. Only by listening, con-
templating, tasting everything by touch and taste, does
he begin to recognize the difference between good and
bad. The more a child sees and hears, the more he
learns. Much can be learned by listening to the words
of rational people. It is not enough to possess reason -
only by listening and remembering the teachings of the
competent people, avoiding wise, can one become a
full-fledged person.” [1]
It is very important to instil an understanding of
moral values, the ability to see good in the current gen-
eration. The famous thinker Abu Nasir al-Farabi said:
“The first thing a person needs is education, not up-
bringing”, but “Education without upbringing is the
worst enemy of humanity, it will endanger its future
life.” Therefore, traditions stemming from our ances-
tors are our great treasure in raising children. Of course,
we always say that our main duty is to improve the
comprehensive education of children. Our ancestors
said that a child's education begins from the cradle. But
most of us take into account that today's generation,
which is the backbone of tomorrow's country, possesses
great intellect, developed culture, and conscious
growth, and when it grows up, it depends not only on
the knowledge it has acquired but primarily on religious
customs, moral traditions, and national identity, which
we instil from the womb. A person must be able to
serve their country in accordance with the interests of
their native country and people [2].
As for the question of how to instil universal val-
ues in preschool children, it is necessary, first of all, to
differentiate the knowledge, skills, and abilities that
should be developed in children based on the Standard
of Preschool Education of the Republic of Kazakhstan
[4].
The formation of social-emotional skills involves
internalizing moral norms of behaviour in society, as
well as universal values, the child's ability to communi-
cate with adults and peers; independence, reaction to
one's own actions, purposefulness, and organization of
one's movements; development of moral qualities: pat-
riotism, compassion, respect for family and friends,
love for one's family; preserving traditions, knowing
and respecting the history and way of life of the Kazakh
people; expanding the understanding that Kazakhstan
is our common home, as well as respecting the culture
and traditions of other peoples; fostering interest in var-
ious types of work and creativity; includes teaching the
basics of safe behaviour in life, society, and nature.
The formation of skills according to the Standard
of Preschool Education of the Republic of Kazakhstan
is one of the tasks of comprehensive child develop-
ment. Skills instilled in a child persist for a long time
and, as folk wisdom says, become second nature. Most
of them are formed in early childhood and remain for
life. As mentioned earlier, fostering children in the
realm of human values involves the formation of social-
emotional skills.
The goal of forming social-emotional skills is the
positive socialization of students, including special
needs children, their involvement in social and cultural
norms, society and the state, family traditions, and the
formation of spiritual and moral values.
The formation of social-emotional skills, the in-
stilling of social-ethical norms and traditions of society,
universal values; fostering independence; solving life

situations, respectful attitude towards others, feeling
oneself as a member of one's family, fostering emo-
tional patriotism, empathy; includes tasks to develop
the ability and readiness of an educated person to
demonstrate moral qualities, actions corresponding to
the requirements of moral norms. Learning about the
history and culture of the Motherland and forming re-
spect for it, expanding the understanding of the Moth-
erland; includes tasks to form respect for types of work
and various professions, expanding knowledge about
living and non-living nature phenomena, developing
creative thinking.
The development of children's social-emotional
skills involves:
1) acceptance, recognition, and support of chil-
dren's feelings and emotions;
2) expression of the child's and surrounding peo-
ple's feelings;
3) support in caring for oneself and others;
4) establishing meaningful relationships with
children;
5) teamwork;
6) supporting group communication, initiative,
and independence in various activities of children;
7) conducting meaningful dialogue with chil-
dren;
8) implemented by providing children with the
opportunity to express their opinion during free play
[5].
The formation of social-emotional skills is carried
out daily in the form of games and familiarization with
the environment, taking into account the individual
characteristics of children.
The goal is to form social skills of a person based
on universal norms and rules and ecological
knowledge.
Responsibilities include:
- expanding adults' knowledge of labour, its role
in public life, about their relationships with peers and
adults based on generally accepted norms and rules;
- fostering a sense of patriotism, pride in the
country's achievements;
- teaching polite communication with peers;
- instilling love for the Motherland, one's coun-
try, and its history;
- expanding knowledge about living and non-
living nature;
- forming cognitive interests and creative imag-
ination;
- forming knowledge of the role of humans in
nature conservation;
- maintaining safety in the environment and na-
ture [4].
Value is the importance and necessity of a partic-
ular thing. External value is determined as a property of
an object or phenomenon. However, its importance and
usefulness are determined not by the influence of na-
ture, the internal structure of the object, but by the sub-
jective evaluation of those specific qualities that are in-
herent in a person, which a person desires or needs. The
value system plays a role in the everyday social or pri-
vate orientation of a person, in establishing his or her
relationship to the things and phenomena around a per-
son [4].
Honour, dignity, and reputation are the fundamen-
tal sacred human values in life, society, customs, and
human thought. Since ancient times, such valuable hu-
man qualities as honesty, justice, civilization, unity,
and morality have been highly valued.
Our Kazakh people are distinguished by qualities
such as sociability, lavishness, having generosity in
their blood; they taught and educated the qualities of
morality, honesty, justice, honour, dignity, decency,
and shame in children and the younger generation. We
notice that all noble qualities, such as honesty, honour,
dignity, shame, generosity, decency, which are human
values for a son and daughter in a family, are associated
with the concept of child rearing.
Folk pedagogy can be considered in the upbring-
ing of universal values through the formation of social-
emotional skills. Folk pedagogy required teaching tak-
ing into account the age of the child. For example, the
proverb “Treat your son like a king until he is five years
old, treat him like a slave until he is fifteen years old,
and after fifteen years old, treat him like a wise friend”
indicates the need to raise a child to treat him freely as
an assistant, consider him equal as an adviser. And this
coincides with the principle of cooperation in scientific
pedagogy.
One way to promote the development of moral
values through the formation of social-emotional skills
in pre-schoolers may be the organization of a “Day of
Kindness”. Here's how such an event can be organized:
1. Morning meeting: Start the day with a collective
morning exercise and positive attitudes. Greet the chil-
dren with warm words and smiles.
2. Warm-up: Conduct various games and exercises
aimed at developing social-emotional skills, such as
trust games, teamwork, etc.
3. Master classes and creative workshops: Organ-
ize master classes on creating crafts or drawings on the
theme of kindness, friendship, mutual assistance. Let
the children make something with their own hands for
others.
4. Theatrical performances: Prepare a mini-play or
presentation where children themselves will play
scenes about good deeds, helping each other, and show-
ing care.
5. Discussion and reflection: After the events,
gather together with the children and discuss what they
felt, what they learned, which values became closer to
them after this day.
6. Summary and awarding: Summarize the “Day
of Kindness”, acknowledge the efforts of each child,
and thank them for their participation and activity.
Such an event will help children understand the
importance of moral values, as well as develop social-
emotional skills such as empathy, respect for others,
compassion, and tolerance.
In short, we should raise children who have ac-
quired universal values in a collective environment, in-
cluding morality, honesty, no deceit, truthfulness, and
shape them in combination with education, inner world,
pure labour, and industriousness.

Sciences of Europe jounal No 140 (2024)

Sciences of Europe jounal No 140 (2024)

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