Проектные и ситуативные задачи как средство формирования функциональной грамотности учащихся при обучении химии

Abstract

This study examines the development of students’ functional literacy in chemistry through the implementation of project-based and situational tasks. The relevance of the research is determined by the need to form students’ ability to apply chemical knowledge in real-life contexts, analyze data, and make informed decisions. A methodological framework for integrating project-based and situational tasks into the educational process is proposed. A pedagogical experiment involving 9th–10th grade students demonstrated a statistically significant increase in functional literacy in the experimental group compared to the control group. The results confirm the effectiveness of the project-situational approach in enhancing critical thinking, data interpretation, and argumentation skills. The developed tasks and assessment rubrics can be used in school practice and in preparation for international assessment programs