This study evaluates the impact of neuropedagogical teaching methods on the intellectual competence of undergraduate teacher-education students in Uzbekistan. We define intellectual competence as the ability to think analytically and creatively, including skills such as problem-solving, critical thinking, and reflective reasoning. In a quasi-experimental design, 60 pedagogical university students were randomly assigned to an experimental group or a control group. Pre and post-intervention assessments measured gains in intellectual competence. The experimental group showed significantly greater improvement than the control group. These results suggest that brain-based learning activities combined with metacognitive strategy training substantially enhance future teachers’ intellectual skills relative to conventional methods. We conclude that integrating neuropedagogical principles into teacher training can significantly advance students’ cognitive and reflective abilities, aligning with Uzbekistan’s education reform goals.
| Mualliflar | Urinov, Rustambek, Уринов, Рустамбек, O‘rinov, Rustambek |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-05-25 |
| Jild | 6 |
| Son | 5/S |
| Betlar | 624-629 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol6-iss5/s-pp624-629 |
DOI: 10.47689/2181-1415-vol6-iss5/s-pp624-629 · Maqolaning asl sahifasi
нейропедагогика, обучение, основанное на работе мозга, метапознание, интеллектуальная компетентность, педагогическое образование, neuropedagogy, brain-based learning, metacognition, intellectual competence, teacher education, neyropedagogika, miya faoliyatiga asoslangan ta’lim, metakognisiya, intellektual qobiliyat, o‘qituvchi ta’limi
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