Volume 03 Issue 10-2023
15
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
10
Pages:
15-19
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Chemistry education plays a crucial role in equipping students with the necessary scientific knowledge and skills.
However, traditional teaching methodologies often fail to engage students effectively, leading to disinterest and
limited retention of information. This article explores the potential of incorporating different games into chemistry
education to enhance the learning experience and improve students' understanding and retention of key concepts.
The integration of games into the classroom environment offers a dynamic and interactive approach to teaching
chemistry. By leveraging gamification techniques, educators can create engaging and immersive learning experiences
that foster curiosity, critical thinking, and problem-solving skills. Various types of games, including digital simulations,
board games, and hands-on experiments, can be utilized to provide students with a multifaceted learning experience.
Digital simulations provide students with a virtual laboratory where they can conduct experiments, observe chemical
reactions, and explore complex concepts in a safe and controlled environment. These simulations not only enhance
understanding but also allow students to visualize abstract concepts, making learning more tangible and relatable.
Furthermore, gamified elements such as achievements, leaderboards, and rewards can be incorporated to promote
healthy competition and motivate students to actively participate and excel in their learning.
Board games designed specifically for chemistry education serve as valuable tools to reinforce knowledge and
promote collaborative learning. These games encourage students to apply their understanding of chemical principles
in a fun and interactive manner. By working together in teams, students can engage in strategic thinking,
communication, and problem-solving, fostering a cooperative learning environment.
Research Article
IMPROVING THE METHODOLOGY OF TEACHING CHEMISTRY LESSONS
AT SCHOOL WITH THE HELP OF DIFFERENT GAMES
Submission Date:
October 06, 2023,
Accepted Date:
October 11, 2023,
Published Date:
October 16, 2023
Crossref doi:
https://doi.org/10.37547/ajast/Volume03Issue10-04
Rano R. Kochkarova
Associate Professor, Phd Tashkent State Pedagogical University Named After Nizami, Uzbekistan
Erkhan Turgunov
Professor, DSC. Tashkent State Pedagogical University Named After Nizami, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajast
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
16
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
10
Pages:
15-19
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
KEYWORDS
Chemistry education, Board games, gamification techniques, leaderboards.
INTRODUCTION
Decree No. PF-134 of the President of the Republic of
Uzbekistan dated May 11, 2022 "On approval of the
national program for the development of public
education in 2022-2026" and "Pedagogical education"
dated June 21, 2022 In accordance with the decision PQ-
289 "On measures to improve the quality and further
develop the activities of higher educational institutions
training pedagogic personnel, the 2-4 stages of higher
educational institutions training pedagogic personnel
are studying in the form of full-time education" in order
to ensure that weekly training sessions for students in
"4+2" order are carried out in pre-school and general
secondary educational institutions, currently II, III, IV
year students are involved in practice. I recommend
the following points based on my many years of
pedagogical experience in order to help these practical
students closely in teaching school children.
THE MAIN RESULTS AND FINDINGS
In the 7th grade of secondary schools, chemistry is
considered a new subject. In order to memorize the
chemical symbols and atomic masses of the chemical
elements in D.I. Mendeleev's periodic table of chemical
elements, which are often used in chemical reactions
(but not all), various games were used in order to
prevent students from getting bored in class and to
increase their interest in science. can be used. For
example, the game "Card". In this game, the teacher
writes the chemical symbols of chemical elements on
cards made of cardboard (with aesthetic taste, of
course). Then two students are invited to a "card
game". In this, the 1st student separates one of the
cards in his hand, tells the name and atomic mass of the
chemical element written on it, puts it in the middle
and throws it on the ground. and the 2nd student
repeats the same action. If the student correctly says
the name and atomic mass of the elements with their
chemical symbols on all the cards in his hand, this
student wins the game. Otherwise, he will lose the
game. In this order, students will be able to memorize
the chemical symbols and atomic mass of chemical
elements, as well as the serial number of the periodic
table. In this case, it is appropriate to evaluate the
knowledge of students who have difficulty in verbally
explaining the essence of the topic using this method.
Students enjoy playing this game because they like
different games.
As part of the study, the following hypothesis was put
forward: if in the educational process we
systematically, competently and purposefully use
appropriate didactic games as a teaching tool in
chemistry lessons, while relying on certain principles of
their composition and application, also taking into
account the content of the subject and the age
characteristics of students, then one can expect more
effective formation of students' learning activities and,
as a result, better results in teaching chemistry.
In accordance with the hypothesis put forward and the
purpose of the study, the following research objectives
were determined: to conduct a conclusive study of the
state of the use of didactic games in the teaching,
development and upbringing of students, as well as to
determine the attitude of teachers towards their use in
chemistry lessons; scientifically substantiate and
formulate the methodological foundations for the use
Volume 03 Issue 10-2023
17
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
10
Pages:
15-19
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of didactic games in the process of teaching a basic
chemistry
course:
compilation
algorithm,
methodological recommendations and conditions of
implementation, conceptual guidelines, a set of
didactic games in accordance with the content of the
basic chemistry course; to experimentally test the
effectiveness of a system of didactic games in teaching
a basic chemistry course.
To solve the assigned tasks and complete the work,
general scientific research methods were used
(questioning,
analysis,
comparison,
interview,
interviewing, study and analysis of scientific and
methodological literature), special ones - pedagogical
experiment, pedagogical observation and extensive
testing of research results in school practice in the
Saratov region. Mathematical processing of the
experimental results and their methodological
interpretation were applied.
The methodological basis of the study was the ideas of
using games in the educational process (K.D. Ushinsky,
V.A. Sukhomlinsky, A.S. Makarenko, L.S. Vygotsky, A.N.
Leontiev, D.B. Elkonin, A. V. Zaporozhets, R. I.
Zhukovskaya, O. S. Gazman, P. A. Rudik, E. M. Gelfan, S.
A. Shmakov, N. P. Anikeeva, I. S. Yakimanskaya, M. G.
Yanovskaya, etc.), as well as in the process of teaching
chemistry (N.E. Kuznetsova, B.P. Bolotinskaya, E.G.
Ogorodnik, T.K. Aleksandrova, V.E. Nefedova, Zh.V.
Fedorova, E.R. Makarova, G.I. Shtrempler, etc.) the
concept of school chemical education (G.M.
Chernobelskaya, E.E. Minchenkov, I.M. Titova, P.A.
Orzhekovsky, N.E. Kuznetsova, M.S. Pak and others),
theories of the formation of systems of teaching aids
and conditions for their use (S.G. Shapovalenko, Y.K.
Babansky, M.N. Skatkin, I.Ya. Lerner, T.S. Nazarova,
G.K.Selevko and others) and a systematic approach in
pedagogical experiment.
It is advisable to use the game "Popka" to memorize
the chemical symbol of chemical elements, atomic
mass and order number in the periodic table. the
student is required to memorize the name of the
element, atomic mass and sequence number written
on the pop. ladi Otherwise, it will be removed from the
game.
In addition, it is possible to use the game "Damino" to
teach students of the 7th grade how to create and
balance the equation of a chemical reaction.
In this case, the teacher makes dominoes from
cardboard (with aesthetic taste, of course) and the
symbols of chemical elements are written on them. he
should separate the written chemical symbols of the
elements and make a reaction equation. For example,
if one of the 3 students picks up a domino with Na, the
second one finds an O2 domino, and the third student
finds a domino with Na2O, the game continues
4Na+O2
→
2Na2O, otherwise the game ends. is
stopped.
In addition, this game can be played with several
students at the same time. In this case, it is necessary
to write down the chemical reaction equation
separately. In this case, students are divided into 4
groups of 8 students in pairs, and the order of the
game is explained as follows. For example,
2Na+H2SO4=Na2SO4+H2.
If the students playing domino pick up the cardboard
"damino stones" in this order, this small group is
considered the winner. attention should be paid.
All the three games mentioned above are played by the
students with interest and they can easily master the
subject material required to be mastered in the subject.
They will prepare it soon.
Volume 03 Issue 10-2023
18
American Journal Of Applied Science And Technology
(ISSN
–
2771-2745)
VOLUME
03
ISSUE
10
Pages:
15-19
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
7.063
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
If various games are organized and lessons are
organized in this order, students will not get tired, their
interest will increase, and it will be easier for them to
master the material of the subject.
In order to successfully use didactic games in the
educational process in chemistry, a set of 62 didactic
games has been developed, different in purpose, form
and timing, corresponding to the modern content of
school textbooks and programs for grades 8-9,
including on the topics: "Initial chemical concepts " (23
games), "Main classes of inorganic substances" (15
games), "Periodic law and the periodic system of
chemical elements of D.I. Mendeleev" (24 games).
It has been experimentally shown that the scientifically
based use of didactic games in teaching a basic course
of chemistry makes it possible to influence changes in
the leading motives for learning and the development
of cognitive interests in the subject being studied,
increase the level of learning and the reproduced
amount of knowledge, as well as the quality and
success of learning, while improving memory and
attention.
Increasing the effectiveness of teaching chemistry by
means of didactic games can be achieved if didactic
games are used purposefully and systematically in the
educational process, taking into account their
classification, observing the step-by-step algorithm for
their
compilation
and
methodological
recommendations
for
organization
and
implementation, which is confirmed by the results of a
pedagogical experiment.
The study of the methodological foundations of using
didactic games as a means of increasing the
effectiveness of teaching chemistry is included in the
training plans for chemistry teachers at Saratov State
University. N.G. Chernyshevsky. We consider it
appropriate
to
include
methodological
recommendations and developments on the use of
didactic games in the curricula of other pedagogical
universities.
CONCLUSION
Currently, the study of chemistry in school increasingly
begins with propaedeutic courses. Taking into account
the results of pedagogical research on the use of
didactic games, we believe that the use of games in
their courses will also contribute to the development
of interest, more successful assimilation of the
theoretical foundations of the subject, while avoiding
overload of students
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American Journal Of Applied Science And Technology
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10
Pages:
15-19
SJIF
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(2021:
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705
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7.063
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1121105677
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Oscar Publishing Services
Servi
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