ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
48
DEVELOPING STUDENTS' INTELLECTUAL ABILITIES THROUGH
LOGICAL THINKING TASKS AND PROBLEMS IN CHEMISTRY
Nigmatov Zavqiddin Muyitdinovich
Independent Researcher, Navoi State University
https://doi.org/10.5281/zenodo.16352488
Annotation:
This article addresses the issue of developing students' logical
thinking abilities in the process of teaching chemistry. Specifically, it analyzes
methods for cultivating students' intellectual skills, such as analysis, drawing
conclusions, and understanding cause-and-effect relationships through solving
exercises and problems. The article presents examples of tasks that stimulate
logical thinking based on real-life and engaging chemical problems, revealing
their educational significance. It also substantiates the effectiveness of teaching
methods that encourage students to be active, conduct research, and think
independently.
Key words:
logical thinking, laundry detergent, thawed meat, vitamin C
tablets
In modern education, it is not enough to simply provide students with
knowledge. It is equally important to develop their ability to think
independently, analyze, solve problems, and engage in logical reasoning. Among
natural sciences, the subject of chemistry holds a special place in this regard.
Understanding complex phenomena in chemistry, recognizing cause-effect
relationships, and applying formulas in practice requires a high level of thinking
from students. This article discusses the role of logical thinking tasks and
problems in chemistry education and their impact on developing students’
intellectual potential.
Intellect is the highest form of theoretical comprehension of reality
and is manifested through human thinking ability.
The key indicators of
intellect are independent thinking, critical analysis, adaptability, and
consistency. Logical thinking activity in students represents a combination of
psychological and physical actions that help them assimilate knowledge, develop
thinking, and enhance their intellectual culture.
In the process of logical thinking, it is essential to develop students'
reasoning and cognitive abilities. Analytical thinking, comparison,
generalization, identifying cause-effect relationships, classification, and
systematization exercises play a crucial role in this development.
1. Concepts of Logical Thinking and Intellectual Development:
Logical
thinking is a type of cognitive activity that involves reasoning based on
established rules, analyzing causes and effects, and drawing correct conclusions.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
49
Intellectual ability refers to a person's capacity to acquire new knowledge,
process it, generate new ideas, and adapt to changing conditions.
According to psychological research, tasks that encourage logical thinking
play an important role in developing students’ intellectual potential. Chemistry,
by its very nature, offers wide opportunities for implementing such tasks.
2. The Impact of Chemistry on Students’ Thinking:
Chemistry is an
experimental science that requires both theoretical knowledge and practical
skills. Understanding chemical processes always involves analyzing causes and
consequences. For instance, under what conditions will a substance react? What
products will be formed? Will energy be absorbed or released?
To answer these questions, students must engage in analytical thinking,
comparison, classification, and generalization. Writing and understanding
chemical reactions requires them to work with formulas and recognize
interconnections among concepts.
3. Activating Thinking Through Exercises and Problems
a) Step-by-step approach from simple to complex:
In teaching
chemistry, starting with simple examples and gradually progressing to complex
problems helps develop students’ thinking. For example:
Simple example:
Calculate the mass of substances in the reaction
2H₂ + O₂ → 2H₂O.
Complex problem:
Analyze pressure, volume, and temperature changes
using gas laws.
b) Tasks that stimulate logical thinking:
Logical thinking can be
enhanced through carefully structured questions and tasks. For example:
“What happens if sodium is added to water?”
“If a reaction is endothermic, what conclusions can be drawn?”
“Which of the following substances acts as a catalyst, and why?”
Real-Life and Engaging Logical Thinking Tasks
1. Explaining a Boiling Kettle Using Le Chatelier's Principle
Task:
The lid of a kettle lifts while water is boiling. Explain this
phenomenon using chemical equilibrium principles. How does increasing or
decreasing heat affect equilibrium?
Thinking Points:
How does heat shift the equilibrium?
Is this an endothermic or exothermic process?
What is the relationship between pressure and vapor amount?
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
50
Why it's useful:
Encourages students to connect a daily event with a
chemical model and analyze the effect of different variables on equilibrium.
2. Why Doesn’t Laundry Detergent Work Well in Cold Water?
Task:
Someone complains that stains aren’t removed in cold water.Explain
this scientifically.What reaction or process failed?
Analysis:
Enzymes (biological catalysts) don't function well in cold temperatures.
Reaction rate depends on temperature.
Factors such as pH, enzymes, and temperature affect the outcome.
Benefit:
Teaches students to analyze real-life problems using chemical
reasoning.
3. Why Does Defrosted Meat Turn Brown?
Task:
After being removed from the freezer, meat turns brown at room
temperature. Explain this chemically.
Logical Analysis:
Oxidation reaction occurs (myoglobin → metmyoglobin).
Contact with oxygen changes color.
Heat accelerates the reaction.
Learning Outcome:
Students understand oxidation, biological reactions,
and visual indicators of chemical change.
4. Fizzing of a Vitamin C Tablet.
Task:
A student drops a vitamin C tablet into water and observes fizzing.
What reaction is happening? What is the gas? Why does the fizz stop?
Logical Elements:
The tablet contains sodium bicarbonate and ascorbic acid.
Reacts with water to produce carbonic acid → CO₂ gas.
Reaction stops when reactants are consumed.
Benefit:
Relates everyday experience to chemical processes.
5. Why Do Apple Slices Turn Brown?
Task:
Sliced apples turn brown quickly. Explain this chemically. How can it
be slowed down?
Analysis:
Phenol compounds are oxidized into quinones.
Enzyme (polyphenol oxidase) facilitates the reaction.
Adding lemon juice changes pH and inhibits the enzyme.
Student learns:
Biochemistry, enzyme activity, pH influence, oxidation.
6. Methods to Assess and Develop Students’ Thinking Abilities
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
51
To evaluate students’ thinking skills, the following methods can be used:
Logical tests:
Cause-and-effect questions related to chemical processes.
Problem-based situations:
Predicting reaction outcomes and product
identification.
Group activities:
Collaborative discussions and problem-solving.
Independent projects:
Students conduct small experiments, enhancing
critical and creative thinking.
Identifying and emphasizing the core concept of a topic plays an essential
role in developing logical thinking abilities.
Conclusion:
Chemistry serves as an effective tool for developing logical
thinking and intellectual capacity in students. Lessons that incorporate logical
problems, hands-on exercises, and real-world scenarios help broaden students’
thinking, foster independence, and enhance analytical skills. Therefore, every
chemistry teacher should strive to include more logic-based tasks in their
teaching and actively encourage student engagement and inquiry.
References:
1.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational
Objectives. New York: Longman.
2.
Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological?
Chemistry Education Research and Practice, 1(1), 9–15.
3.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge
University Press.
4.
Taber, K. S. (2013). Modelling learners and learning in science education.
International Journal of Science Education, 35(10), 1736–1763.
5.
Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-
achieving students: Are they mutually exclusive? The Journal of the Learning
Sciences, 12(2), 145–181.
6.
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The
Classification of Educational Goals. Handbook I: Cognitive Domain. New York:
David McKay Company.
7.
Gabel, D. (1999). Improving teaching and learning through chemistry
education research: A look to the future. Journal of Chemical Education, 76(4),
548.
8.
Mahdi, O. R. (2014). The impact of inquiry-based learning method on
students’ academic achievement in science courses. International Journal of
Scientific & Technology Research, 3(1), 6–10.
