Volume 05 Issue 10-2024
169
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
169-173
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
Inorganic chemistry is fundamental to medical education, yet students often find it challenging and disconnected from
clinical practice. This article explores innovative teaching strategies such as gamification, digital learning platforms,
and contextualized instruction to enhance student engagement and comprehension. By integrating these methods
with real-world applications, educators can make inorganic chemistry more relevant and accessible for medical
students. The implications of incorporating advanced educational methodologies and digital resources are also
discussed.
KEYWORDS
Gamification, digital learning platforms, applications, educators, medical students.
INTRODUCTION
Inorganic chemistry forms the foundation for
understanding
many
physiological
and
pharmacological processes essential to medical
practice. It is known from chemistry that our ancestors
were the same in terms of improving education on the
basis of pedagogical technologies how many
researches have been conducted. The great scholars of
the East are Musa al-Khorazmi, Ahmad al-Farghani, Abu
Nasr Encyclopedic scholars such as Farabi, Abu Rayhan
Beruni, Mirzo Ulug'bek in their works describe people
in schools and madrasas. That they attach great
importance to the use of various methods and means
of teaching in mental development emphasized. A new
concept-pedagogical
technology
of
acquiring
knowledge in the current educational system -It
emphasizes the use of methods of non-traditional
educational technologies. Non-traditional educational
technology:
It is divided into collaborative learning, modeling,
research (project) technologies, and it is carried out on
Research Article
TEACHING INORGANIC CHEMISTRY TO MEDICAL UNIVERSITY
STUDENTS: ENHANCING ENGAGEMENT THROUGH GAMIFICATION
AND CONTEXTUALIZED LEARNING
Submission Date:
October 20, 2024,
Accepted Date:
October 25, 2024,
Published Date:
October 30, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-10-28
Ahmedov Sirojiddin Ibodullayevich
Freelance Researcher Of Tashkent State Pedagogical University, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 10-2024
170
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
169-173
OCLC
–
1242041055
Publisher:
Master Journals
the basis of an integrated organic system. will go The
main concept of pedagogical technology, without a
word, is to approach the educational process as a
system[2].
A non-traditional teaching method with the teacher
and the learner for the realization of the educational
goal is the basis of cooperation. Methods: what the
learner should know, understand and appreciate
ensures the achievement of expected results. In this,
all things and events involved in education are mutual
is functionally related and forms a whole, that is, a set
of pedagogical processes. Currently of natural sciences
development,
emergence
of
processes
of
differentiation and integration between disciplines as
an objective law demands that the natural sciences,
biology, chemistry, and physics, make interdisciplinary
connections[3].
The tasks of teaching chemistry are to introduce basic
chemical concepts, theories and laws. Inorganic
chemistry serves as a cornerstone for understanding
various biochemical and physiological processes
essential in medical practice. Despite its importance,
many medical students perceive inorganic chemistry as
abstract and irrelevant to their clinical education. This
perception can lead to disengagement and a lack of
motivation to master the subject. Recent research into
educational methodologies suggests that employing
interactive and context-driven approaches can
significantly enhance student motivation and retention
. This article discusses practical strategies to make
inorganic chemistry education engaging and relevant
for medical students, integrating insights from the
literature, including works by Shernazarov I.E. and
Saydaxmetova Sh.R.[11]
1. Gamification in Education. Gamification, defined as
the integration of game design elements into non-
game contexts, has proven effective in enhancing
student engagement across various disciplines . In the
context of inorganic chemistry, gamifying lessons can
transform traditional learning experiences into
interactive and enjoyable activities. By incorporating
elements such as progress tracking, levels, and
achievement badges, educators can motivate students
to approach learning as a series of attainable
challenges rather than overwhelming content.
Example in Practice: A digital quest or simulation can
present diagnostic challenges where students must
apply their knowledge of heavy metals and complex
ions to identify and solve fictitious clinical cases. This
interactive approach not only reinforces theoretical
concepts but also enhances the perceived relevance of
inorganic chemistry to clinical practice .
2. Situated Learning through Clinical Contexts
Situated learning emphasizes teaching concepts within
authentic contexts, making learning more meaningful
and applicable. By anchoring inorganic chemistry
topics in clinical applications, educators can help
students recognize the practical utility of their
knowledge. For instance, discussions surrounding the
role of metal ions in biological systems
—
such as the
significance of iron in hemoglobin or the involvement
of zinc in enzymatic reactions
—
can bridge the gap
between chemistry and human physiology.
Example in Practice: Instructors could incorporate case
studies that focus on the clinical implications of heavy
metal toxicity, prompting students to engage with the
material actively. This approach aligns with
Шернaзapoв И.Э.’s recommendation for integratin
g
information
technology
to
enhance
teaching
methodologies in chemistry.
3. Utilizing AI and Digital Platforms for Personalized
Learning
Volume 05 Issue 10-2024
171
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
169-173
OCLC
–
1242041055
Publisher:
Master Journals
The advent of artificial intelligence (AI) and digital
learning platforms has revolutionized education by
offering personalized learning experiences. These
platforms can adapt to individual student needs,
providing real-time feedback and tailored resources.
Inorganic chemistry, with its complex structures and
reactions, benefits greatly from these advancements,
as they allow students to engage with the material at
their own pace[7].
Example in Practice: Virtual laboratory simulations can
enable students to manipulate variables in chemical
reactions, observe outcomes, and explore the
intricacies of coordination compounds without the
constraints of a physical lab environment. Such tools
reinforce spatial and structural understanding, making
complex concepts more accessible[8].
4. Digital Game-Based Learning: Merging Theory with
Practice
Digital game-based learning (DGBL) immerses students
in interactive, problem-solving scenarios that enhance
engagement and deepen learning outcomes. By using
chemistry-based games or simulations, students can
experiment with reactions, visualize molecular
structures, and grasp the complexities of inorganic
compounds in an enjoyable format[3].
Example in Practice: An interactive game simulating
environmental issues
—
like the impact of acid rain on
ecosystems
—
can illustrate the significance of
inorganic compounds in real-life scenarios. This
connection between theory and practical application
helps students appreciate the relevance of their
studies.
5. Case-Based Learning: Bridging Inorganic Chemistry
and Medicine
Case-based learning (CBL) presents students with
clinical cases requiring a solid foundation in chemistry,
encouraging critical thinking and application of
theoretical concepts. This method allows students to
see the direct connections between their chemistry
education and future medical practice, particularly in
areas like pharmacology and toxicology[10].
Example in Practice: Discussing a clinical case involving
iron overload (hemochromatosis) provides an
opportunity for students to analyze the biochemical
role of iron, its toxicity, and potential treatment
options. This approach aligns with Сайдаxметова
Ш.Р.’s
emphasis
on
enhancing
experimental
methodologies to improve students' understanding of
chemistry.
6. Innovative Experimental Methodologies
Incorporating modern pedagogical strategies and
technology can significantly enhance laboratory
experiences in inorganic chemistry. Utilizing innovative
experimental methodologies, educators can provide
deeper insights into complex concepts and foster a
more engaging learning environment. By leveraging
digital resources, such as online simulations and
interactive tutorials, instructors can expand students'
experiential learning opportunities.
Example in Practice: Implementing virtual labs where
students can conduct experiments related to
coordination compounds or redox reactions allows for
safe exploration of concepts that may be challenging
to demonstrate in a traditional lab setting. This method
not only improves accessibility but also encourages
experimentation and exploration.
CONCLUSION
Integrating gamification, contextualized learning, and
innovative methodologies into inorganic chemistry
education can significantly enhance engagement and
relevance for medical students. By employing a
combination of interactive experiences, real-world
Volume 05 Issue 10-2024
172
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
169-173
OCLC
–
1242041055
Publisher:
Master Journals
applications, and advanced educational strategies,
instructors can transform inorganic chemistry from a
challenging subject into an accessible and impactful
component of medical education. The incorporation of
digital tools and innovative methodologies will prepare
students to apply their knowledge in clinical settings,
ultimately contributing to their success in the medical
field.
REFERENCES
1.
Tibbiyot OTMlarida biokimyo fanini interfaol
usullardan foydalanib o`qitishni takomillashtirish
(monografiya) N.M.Amonova Buxoro2024 38-39p.
2.
Mamadaliyeva
Z.R.
Tibbiyot
oliy
ta’lim
muassasalarida crocodile ict dasturi asosidagi
virtual laboratoriyalarda o‘qitish metodikasi //
“Toshkent davlat pedagogika universiteti ilmiy
axborotlari” ilmiy
-nazariy jurnal. ISSN:2181-9580,
–
Toshkent, 2021. (13.00.00 №32)
3.
Mamadaliyeva
Z.R.
Tibbiyot
oliy
tа’lim
muаssаsаlаridа biokimyo fаnini o‘rgаtishdа virtuаl
lаborаtoriyа ishlаridаn foydаlаnish tа’lim sifаtini
oshirish
omili
sifаtidа
//
NamDU
ilmiy
axborotnomasi. ISSN 2181-1458,
–
Namangan, 2023.
-
№4
-B 809-
814. (13.00.00 №30)
4.
Mamadaliyeva Z.R. Virtual laboratory - information
in education a specific factor of the communication
system in the form // Eurasian Scientific Herald
journal. ISSN:2795-7365, Belgium. SJIF(2023):6.512.
Vol.5,
2022.
p.
92
–
95.
https://www.geniusjournals.org/index.php/esh/art
icle/view/614
5.
Mamadaliyeva Z.R. Methodology for determining
the level of bilirubin in the blood in a biochemical
analyzer in a Virtual laboratory method //
International conference on advance research in
humanities, sciences and education. England. 2023.
Vol.
1,
№1.
p.20
-22.
https://confrencea.org/index.php/confrenceas/arti
cle/view/371
6.
Mamadaliyeva
Z.R.
Tibbiyot
oliy
ta’lim
muassasalarida localhost dasturi asosida biokimyo
fanini virtual laboratoriyalardan foydalanib o‘qitish
// The role of exact sciences the era of modern
development. Nukus. Vol.1 №.1, 2023. p. 47
-51.
https://uzresearchers.com/index.php/RESMD/artic
le/view/765/703
7.
Maмадалиева
З.Р.
Виртуал
лаборатория
ишларидан ў
қ
ув
сифатиниошириш
элементи
сифатида
фойдаланиш
. //
“
Ilmiy tadqiqotlar,
innovatsiyalar, nazariy va amaliy strategiyalar
tadqiqi
”
respublika
ko
‘
p
tarmoqli,
ilmiy
konferensiya. Andijan.
№
9, 2023. -
Б
. 108-111.
https://ojs.rmasav.com/index.php/ojs/issue/view/2
8/45
8.
Mamadaliyeva Z.R. Virtual laboratoriya usilida
qonda
xolesterin
miqdorini
biokimyoviy
analizatorda aniqlash // “Biologik kimyo fanining
zamonaviy tibbiyotdagi o’rni
-kecha, bugun va
erta” respublika ilmiy
-amaliy konferentsiya
to’
plami. Buxoro, 2022. -b. 113-114.
9.
Mamadaliyeva Z.R. Improving the quality of
learning through virtual laboratory work use as
element // Eurasian Scientific Herald journal. ISSN:
2795-7365, Belgium. SJIF(2023):6.512. Vol.5 2022. p.
84-86.
https://www.geniusjournals.org/index.php/esh/art
icle/view/612
10.
Мамадалиева З.Р. Тиббиёт олий таьлим
ташкилотларида биокимё фанини виртуал
лабораториялардан
фойдаланиб
булутли
тexнoлoгиялaрнинг
тaр
қ
a
тиш
м
o
д
e
лл
a
ри
методикаси
// "Science and Education" scientific
journal.
ISSN
2181-0842,
Toshkent.
SJIF(2023):3,848. vol.4 2023. -
б. 1227
-1233.
https://openscience.uz/index.php/sciedu/article/vi
ew/5196
Volume 05 Issue 10-2024
173
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
10
Pages:
169-173
OCLC
–
1242041055
Publisher:
Master Journals
11.
Sh.R. Saуdakhmetova
-
Teaching organic chemistrу
as organization and development of students
educational
activitу
-
International
Virtual
Conference on Innovative Thoughts, Research
Ideas and Inventions in Sciences ITRIIS 2021
euroasiaconference.com Januarу 20th, 2021
NEWУORK, USA, p. 342
-
345 amsun, Turkeу. 97
-
100p.
