UDC 372.8

DOI: http://doi.org/10.15350/2409-7616.2024.1.59

Valova A.A.¹ (Kazan, Russian Federation) – ang-valova@yandex.ru; Kosmodemyanskaya S.S.² (Kazan, Russian Federation) – svetlanakos@mail.ru

¹Gymnasium No. 102 named after. M.S. Ustinova

²Kazan Federal University

Abstract. This article examines the influence of propaedeutic work on secondary school students in the activities of a chemistry teacher. The work reveals the theoretical aspect of the concept of “propaedeutics”, its purpose and objectives, and studies the types of propaedeutic work. Methods and techniques of propaedeutic activities, focused on the formation and subsequent development of fundamental competencies among secondary school students within the framework of school chemical education, are also considered. In addition, the methods and techniques presented in the work contribute to the formation of cognitive abilities, creative and critical thinking, and communication skills in secondary school students. The facts presented above are confirmed by the results of the study, which state that the regular implementation of propaedeutic activities with secondary school students contributes to the most effective assimilation of subject results in chemistry, as well as increasing the level of interest and motivation among students in the subject of the natural science cycle. It is worth noting that when implementing propaedeutic activities in chemistry, the likelihood of “acquiring” students who are not only interested in this subject increases. Students will be ready to study it in more depth, which means that the number of potential Olympiad participants, 100-point final certification students, as well as participants and winners of various competitions and conferences is increasing. In addition, this paper presents the role of the chemistry teacher in the organization and implementation of propaedeutic activities. Comparative results of the experimental and control groups on subject results are presented.

Keywords: chemistry, teaching methods, propaedeutic activities, MEL Science, chemistry teacher.

References:

1. Valova A.A., Kosmodemyanskaya S.S. Efficiency of application of facilitation technology in school chemical education. Economy of the XXI century: innovations, investments, education, 2022, vol. 10, no. 3, pp. 7-10. (In Russian). URL: https://elibrary.ru/lxtqqc
2. Gozieva Z.E. The use of didactic games in chemistry lessons. World Science, 2020, no. 5 (38), pp. 148-151. (In Russian). URL: https://www.elibrary.ru/gmadjs
3. Ivanov M.A. Psychological and pedagogical conditions for the formation of personal educational results in extracurricular activities. CITISE, 2024, no. 1 (39), pp. 154-164. (In Russian). DOI: 10.15350/2409-7616.2024.1.13
4. Zagranichnaya N.A., Parshutina L.A., Pentin A.Yu. Scientific principle of knowledge in school natural science education: teaching chemistry and biology. Domestic and foreign literature, 2019, vol. 1, no. 1 (57), pp. 6-27. (In Russian). URL: https://elibrary.ru/zakjyt
5. Korsunova S.A. Extracurricular work at the propaedeutic stage of teaching chemistry as a means of developing cognitive interest. Magistracy Bulletin, 2022, no. 4-2(127), pp. 74-75. (In Russian). URL: https://www.elibrary.ru/aekyfp
6. Kosmodemyanskaya S.S. Hybrid learning in adaptive training of future chemistry teachers. Bulletin of the National Center for Chemistry and Railways, 2022, no. 4 (54), pp. 95-99. (In Russian).  URL: https://www.elibrary.ru/vbaeai
7. Malin A.G., Borovskikh T.A., Chernobelskaya G.M. Extracurricular activity as a resource for early learning of chemistry. Science and school, 2017, no. 5, pp. 119-124. (In Russian). URL: https://www.elibrary.ru/zrqmln
8. Oparina S.A. The role of didactic games in the process of teaching chemistry // Training and education: methods and practice, 2015, no. 18, pp. 119-124. (In Russian). URL: https://www.elibrary.ru/thsixj
9. Prishchepa I.M. et al. Current problems of chemical education in secondary and higher schools. Vitebsk, Vitebsk State University named after P.M. Masherov Publ., 2018. 231 p. (In Russian). URL: https://e-catalog.nlb.by/Record/BY-NLB-br0001464618/Details
10. Turdubaeva G. Activation of the educational process with elements of non-traditional teaching technologies (on the example of studying chemistry in secondary school). Young scientist, 2017, no. 7, pp. 498-501. (In Russian). URL: https://www.elibrary.ru/xxkaif
11. Ermishina E.Yu., Borodulina T.V., Naronova N.A. et al. Study of the elective discipline “ecological chemistry” as an intermediate stage in the formation of independent work of students of the pediatric faculty. Vector of science of Tolyatti State University. Series: Pedagogy, Psychology, 2020, no. 4 (43), pp. 20-28. (In Russian). DOI: 10.18323/2221-5662-2020-4-20-28
12. Silva L.P., Arruda D.C., Filgueiras L.A. et al. Chemistry teaching for early grades: correspondence analysis between cartoon and experimentation adopted as strategy in pedagogy course for science teaching. ACTIO, 2019, vol. 4, no. 3, pp. 226-247.
13. Murray D.W., Rosanbalm K. Promoting self-regulation in adolescents and young adults: A practice brief (OPRE Report 2015-82). Washington, DC, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services Publ., 2017. 6 p.
14. Kank F. Legh D. Intensification of education and upbringing // Intensification of education and upbringing through closer connection of teaching with everyday learning and experience of students. Chemistry in school, 1983, vol. 2-3, pp. 79-86. (In Deutsch).
15. Farxodjonqizi F.N., Dilshodjonugli N.S. Innovative processes and trends in the educational process in Uzbekistan. ACADEMICIA: An International Multidisciplinary Research Journal, 2020, vol. 10(4), pp. 621-626.

For citation: Valova A.A., Kosmodemyanskaya S.S. MEL Science as an element of propaedeutic activity of a chemistry teacher. CITISE, 2024, no. 1, pp. 676-687. DOI: http://doi.org/10.15350/2409-7616.2024.1.59