Modern education is inextricably linked with three main concepts: learning, teaching and assessment. The teacher of the 21st century must equip students with solid knowledge that will help them in life. At present, the teacher directs and coordinates the work of students, and contributes to the development of students' skills of independence, self-criticism and the ability to find the necessary, reliable information in a huge flow of knowledge and information. Thus, the student must be able to find, analyze and apply the necessary knowledge from a numerous flow of information.

According to PISA research, “Kazakh schoolchildren have subject knowledge at the level of their reproduction or application in a familiar educational situation, but they have significant difficulties in applying knowledge in real life situations…” [1].

According to the results of the international PISA study for 2019, it was revealed that 9th grade students found it difficult to complete assignments for formulating scientific questions, which amounted to 11.6% and tasks for the scientific interpretation of evidence data, which amounted to 15.9%.

Taking into account the data of an international study, we conducted a comparative analysis of the curriculum in biology, and saw that from the 7th to the 9th grades, the number of hours for modeling various processes increases, according to certain topics and sections of the curriculum. So, for example, if in the 7th and 8th grades 5 hours are allotted for modeling, then in the 9th grade it is already 6 hours. Therefore, the teacher needs to develop the skills of working with models and apply this method of pedagogical approach to the organization of the educational process, starting from the 7th grade.

These results influenced the research and the search for solutions to the questions that arose.

The main research questions are:

-How to teach a student to master the relevant skills in life?

-How can subject knowledge be improved?

To answer questions, the teacher needs to think about teaching, think about new methods of assessing students' knowledge.

The updated criteria-based assessment model helps participants in the educational process to understand and define “At what stage of learning is the student?”, “What does the student need to do to achieve the expected results?”.[2]

The aim of the study: the use of modeling in biology lessons will help students improve the quality of knowledge and will contribute to the development of functional literacy and creative thinking skills.

The presented work is the result of many years of experience of the authors, which has been tested in the educational process and supplemented in accordance with modern requirements. We sincerely hope that the methodological recommendations in the work will help teachers to increase the effectiveness of the educational process in order to educate competitive students.

The authors of personal development technology V.V. Davydov, V.I. Zvyagintsev, V.V. Kraevsky, I.Ya. Lerner, M.N. Skatkin, I.S. Yakimanskaya believe that it is necessary to pay attention not only to the knowledge of students, but also to their personal characteristics in the learning process. The famous psychologist Jean Piaget argued that the models help to consolidate the knowledge gained and apply them in practice. In the works of teachers V.B. Filimonov, G.A. Korovkin, G.I. Patyako, M.A. Danilova, V.P. Strokova, V.V. Shtepenko, the differences in concepts that determine the creative abilities of students are considered, without which it is not possible to implement the modeling technique paying attention to the emotional attitude of the participants and their interest in the process being studied. It should be noted that there is relationship between STEM technology and modeling. When creating models, the student must use the acquired knowledge not only in the field of one subject, but also in other subject areas and skills. Such interdisciplinary interaction will allow students to develop research skills, develop creativity and creative thinking skills and will contribute to the development of communication skills and teamwork.[4] After studying the works of the above authors, we began to conduct research on the topic. To conduct the study , class 8 (E and F) was taken and the control group E was selected (where this modeling technique was not used), and the experimental group F (the technique was used in the classroom). Note This study was conducted in the span of three years, that is, students in grade 8 were already enrolled in grade 10 upon completion of the study. Study Passport: Class 8 E/F Number of students: 12 Study start: 2019–2020 / Study completion time: 2021–2022. Results of the study: In the experimental classes, the results of summative assessment for a quarter and for sections are + 10% higher than in the control groups, where the modeling technique was not used. The difference between SAU and SAT indicates the objectivity of the assessment. The effectiveness of the application of modeling can be seen through the results of the exam of students in grade 10, which is 100% (in the experimental group - subject of choice - biology).

Every creative teacher should create favourable conditions for teaching students and provide an opportunity for the development of abilities that would help them in the future in determining the profession and in life in general. In grades where this technique was used, the effectiveness of students' participation in olympiads and project activities increased, mostly at the Republican and International levels, by 40–60%. So, the proposed technique can be used at various stages of the lesson. These classes allow you to: 1. develop the skills of creative thinking, analysis, research and application of knowledge; 2. use as an effective way of formative assessment; 3. help students develop key competencies in education: the ability to solve problems and manage processes independently; 4. involve all students in the active work of learning; 5.improve the quality of learning; 6. prevent students from mechanical memorization, relieves stress before the perception of educational material.[5] Lessons using models become interesting and engaging, and help develop students' research skills and interest in the subject.[6] Modeling in education is heuristic in nature and develops speech, memory and logic of thinking. [7] Teachers can use the technique to organize project work with students, as well as to conduct and organize elective courses and sections in order to develop creative thinking skills. When working with models in the educational process, the following difficulties may arise: lack of time (time management) when executing models at the initial stages of developing modeling skills; assessment of models according to criteria (originality / completeness / deliberation).[8] The authors of the paper hope that this study will help school teachers develop students' creative thinking skills and contribute to shaping the education of competitive students.

1. Guidelines for the development of natural science literacy of students. Nur-Sultan: branch "Center for Educational Programs" of AEO "Nazarbayev Intellectual Schools", 2020. - 56 pages, ISBN 978-601-328-922-9. 2. N. A. Avdeenko, M. Yu. Demidova, G.S. Kovaleva, O. B. Loginova, A. M. Mikhailova, S. G. Yakovleva. Monitoring the formation and evaluation of functional literacy. Creative thinking / 2019.-17c [electronic resource]: https://inlnk.ru/VoV34z 3. Wagner T. The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need – And What We Can Do About It. – Basic Books, 2008. 4. Azizov R. Education of a new generation: 10 advantages of STEM education [Electronic resource]: https://ru.linkedin.com/pulse/ -stem-rufat-azizov. 5. Modeling as a method of knowledge. Classification and forms of representation of models [Electronic resource]: https://clck.ru/KcW26 6. Tarasova S.A. The modeling method as a means of achieving metasubject results in the study of biology [Electronic resource]: https://www.prodlenka.org/srednjaja-shkola/3364-method-modelirovanija-kak-sredstvo-dostizhenij.html (06/22/2018) 7. Tom Bielik, Sebastian T. Opitz, Ann M. Novak, Supporting Students in Building and Using Models: Development on the Quality and Complexity Dimensions, Education Sciences. 2018, 8(3), 149; https://doi.org/10.3390/educsci8030149 8. Julie Dirksen. The art of teaching. How to make any learning fun and effective // Mann, Ivanov and Ferber.; Moscow, 2013, 276 p.