Methods of formation of scientific thinking of schoolchildren in the study of chemistry

Abstract

The relevance of this topic of the dissertationis determined, on the one hand, by the presence of a large reserve of didactic opportunities of the chemistry course, on the other, by the weak use of these opportunities in terms of the formation of scientific thinking among students. The problem of the development of scientific thinking of students is insufficient worked in pedagogical and methodical literature, poorly described methods and terms of use of didactic possibilities of chemistry and the development of the creative personality in modern conditions based on secondary schools to "teach to learn".

The goal is to find ways to form scientific thinking in the implementation of didactic tasks in the chemistry course of a secondary school.

The subject is the formation of students ' scientific thinking through research activities.

The object of the study is the process of forming scientific thinking in the course of studying chemistry in a secondary school.

Novelty and practical application:

• the didactic possibilities of the subject of chemistry for the implementation of the methodological system aimed at the formation of scientific thinking are revealed;
• a methodological system for the formation of scientific thinking based on the use of philosophical categories in the course of chemistry is proposed and tested in
• developed didactic material in the form of methodological recommendations, creative tasks, non-traditional lessons aimed at the formation of scientific thinking (reasoning lesson, modeling lesson, business game lessons (instrumental and informational), and others), which can be recommended to teachers of secondary educational

Research methods:

• theoretical methods: analysis of psychological and pedagogical, philosophical and methodological literature on the problem of the formation of scientific thinking in the process of
• empirical research methods: study of normative documentation, observation, survey, interviewing chemistry teachers and students.

Brief description of the study - at the initial stage of the pedagogical experiment, a questionnaire was conducted for schoolchildren in grades 10-11 to diagnose cognitive interests in high school students, determine their knowledge and proficiency in scientific research methods, and the level of their scientific thinking. Organizational educational and extracurricular activities related to research activities in chemistry were carried out, students ' registration of the results of research activities – the creation of a training project or writing a research paper; summarizing and summing up the results of the work done on the research problem (evaluation, analysis, correction), demonstrating the results of the activity. Approbation - the results of the research were discussed at the meeting of the Department of Chemistry and published in the open press in scientific journals in the field of pedagogy.

  Main results and conclusions obtained:

1. Based on the theoretical analysis of philosophical and psychological- pedagogical literature, the content of the concept of «educational and research activity» is studied.
2. Based on the results of the analysis of pedagogical research, the place of the concept of "scientific thinking" in the structure of the educational and cognitive process in chemistry is determined. It is determined that the development of scientific thinking of students is the basis for the development of new approaches to the organization of the educational process, the use of innovative pedagogical technologies and contributes to the expansion of cognitive interest, inter-subject
3. The necessity of organizing scientific and educational research activities of students in a modern school in the conditions of updated secondary education, which involves the development of educational and cognitive activities of students, motivating students to self-development, is
4. We developed methodological support, including non-traditional lessons aimed at the formation of scientific thinking: lesson reasoning, lesson modeling, lessons business game (instrumental and informational) and others, methodical recommendations for teachers of educational institutions and has developed guidelines for the implementation of research work in chemistry for students of secondary
5. The choice of the optimal form of education is determined, including the following pedagogical technologies, such as research, project, information and The implementation of the process of developing scientific thinking through research skills involves the use of the most effective methods of active learning: the method of educational cooperation, the method of projects, gamification, case study, and problem seminar.
6. The analysis of the results obtained at the end of the experiment indicates the stability of the level of development of scientific, cognitive, and creative research indicators, increased motivation and a positive attitude to scientific