National and international standards of science education require the transformation of modern approaches and teaching methods. Researchers of the Autonomous Organization of Education "Nazarbayev Intellectual Schools" (2022) determined that only 53% of students aged 15-16 can complete assignments in the field of scientific interpretation of evidence data, requiring developed skills in interpreting data and applying scientific evidence, reasoning based on scientific data and theories.

Following the basic principles of equal rights for all to receive quality education and access to education (Law on Education of the Republic of Kazakhstan) and the fourth goal in the field of sustainable development to ensure quality education (United Nations), the authors of the study focused on data on the level of development of skills in interpreting data in adolescents 15-16 years old from urban and rural areas.

Most teenagers aged 15-16 in Kazakhstan study in mainstream schools with standardized curricula, 50% of which live in rural areas (UNICEF, 2020). However, there are schools in the country where education is carried out according to their own programs, for example, the network of the Autonomous Organization of Education "NIS". Despite significant differences in learning conditions, as the results of PISA show (Irsaliyeva S.A., 2020), all students in Kazakhstan have difficulties in completing tasks that require the skill of analyzing and interpreting data.

In 2022, for the first time, the authors used an evaluation sheet in the form of an experiment protocol, which made it possible to determine that 75% of the students of the NIS FMN in Taraz and 25% of the students of the secondary school in the village of Arshaly are able to manage the evidence of the experiment, which is 50% on average. 70% of NIS students and 35% of Arshaly village are able to create explanations in the form of discussion of results, planning ways to improve the experiment and formulating conclusions, which is 52.5% on average.

An analysis of educational programs used in public schools and NIS showed that the amount of practical work required for data interpretation and quantitative analysis increases from grade to grade: from 6% in grade 8 to 40% in grade 10. Accordingly, the success of learning and mastering the educational goals of the educational program depend on the level of development of skills in interpreting data and applying scientific evidence in adolescents aged 15-16. In addition, the analysis of interviews with students showed that most of them do not understand the practical application of the knowledge and skills acquired in the course of laboratory work at school. The authors also noticed that the results of achieving learning goals in practical work are much higher if students work in a team. All this contributed to the choice of teaching method, which should be focused on the connection of students' research activities with real life, creating conditions for data collection and interpretation, teamwork. All these requirements are met by the method of problem-based learning (PBL), which is confirmed by the results of research by Conway, J. and Little, P. (2000).

Thus, the research question was formulated: to what extent the method of problem-based learning (PBL) can contribute to the development of data interpretation skills and the application of scientific evidence in adolescents 15-16 years old. The main goal of our study is to develop the skills of interpreting data and applying scientific evidence before and after using the PBL method in the lessons of chemistry, biology and physics among students of 15-16 years old of the NIS FMN in Taraz and secondary school No. 2 in the village of Arshaly.

The study was conducted on the basis of the Branch "Nazarbayev Intellectual School of Physics and Mathematics of the city of Taraz" AEO "NIS" and Municipal state institution "Secondary school 2 of Arshaly settlement of the education department in the Arshaly district of the education department of the Akmola region from 2022 to 2023. As research tools, we used an evaluation sheet in the form of an experiment protocol, which allows you to determine the level of development of research skills: setting research projects (the skill of formulating a research question, the skill of formulating a hypothesis), research planning (defining variables, the skill of experiment planning), evidence management (distribution variables, correct presentation of data), creating explanations (discussing the results, planning ways to improve the experiment, formulating conclusions), evaluation procedure (discussing the hypothesis, assessing the reliability of the results, planning the next stage of the study). The protocol completed by students is evaluated on the following scale: 0 points - difficult, 1 point - performs with errors, 2 points - coped. To establish the effectiveness of the use of the PBL method in the lessons of chemistry, physics and biology, a “Lesson Observation Sheet” was developed. To analyze the reasons causing difficulties in the process of interpreting the research data, a conversation was conducted with the students, which was recorded on video. The study involved 90 students aged 15-16 studying in Russian. The study was conducted at the lessons of chemistry, biology and physics by two teachers - the authors of this study. The study was conducted in strict accordance with all ethical principles and standards. Students took part in the study voluntarily and could end their participation at any time. The school administration gave its consent to conduct the study. The names of the study participants are not disclosed and are confidential.

As a result of the two-year use of the method of problem-based learning in the lessons of chemistry, physics and biology in the NIS FMN in Taraz and the secondary school No. 2 in the village of Arshaly, significant results were achieved. The level of ability to manage the evidence of the experiment in students of the NIS FMN in Taraz increased by 15% (from 75 to 90%) and by 10% in students of the general education school in the village of Arshaly (from 25 to 35%). The skill of creating explanations in the form of discussing the results, planning ways to improve the experiment and formulating conclusions among NIS students increased by 15% (from 70 to 95%) and by 15% (from 35 to 50%) among students from the Arshaly village. The results indicate the possibility of developing this skill in students using the method of problem-based learning (PBL), regardless of the place of residence and the level of complexity of the educational program. This is because the structure of the PBL method focuses on solving the learning problem. The problem presented to students allows them to see the connection between learning and life and motivates students to find a solution. In the process of developing an understanding of the problem, students develop the skills of analyzing facts, generating ideas and planning their research activities. The development of skills in the interpretation of data and the application of scientific evidence, argumentation based on scientific data and theories occurs at the stage of solving a problem through research, data analysis and processing of results. Thus, the study demonstrates for the first time the effectiveness of using the method of problem-based learning in the classroom when conducting practical and laboratory work.

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