International Journal of Pedagogics
67
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
67-70
10.37547/ijp/Volume05Issue03-19
Didactic Possibilities Of Teaching Students To Solve
Problems In Chemistry Based On An Individual
Approach
N. Esanmurodova
Department of Physics and Chemistry, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers” National Research
University, Tashkent, Uzbekistan
S. Khodjibekov
Department of Physics and Chemistry, Tashkent Institute of Irrigation and Agricultural Mechanization Engineers” National Research
University, Tashkent, Uzbekistan
Received:
23 January 2025;
Accepted:
25 February 2025;
Published:
14 March 2025
Abstract:
In chemistry lessons, it is advisable to simultaneously solve experimental and computational problems
alongside studying theoretical material. This article discusses the issues of teaching students to solve chemistry
problems based on an individual approach.
Keywords:
Ability, trajectory, intensity, strategy, topic, problem, science, approach, reflex, problem-solving.
Introduction:
The direction of individual education is
based on the student’s self
-definition. The result of
designing an individual approach is the student’s choice
of the path towards the goal.
The essence of education is not merely the
transmission of knowledge, but providing the
conditions for personal self-awareness. The task of an
educational institution is to offer comprehensive
educational services that enable the student to fully
implement the “I want
-I can-I am able-
I must” formula.
In chemistry lessons, it is advisable to simultaneously
solve experimental and computational problems
alongside studying theoretical material. Usually, all
problems in chemistry, by their content, first and
foremost relate to theory, laws, the properties of
substances, the conditions of chemical reactions, as
well as the formulation of chemical equations.
Regularly solving problems allows the application of
knowledge gained from chemistry and related subjects
in similar and new situations. All of this requires high-
level reasoning and logical thinking. [2]
THE MAIN FINDINGS AND RESULTS
Teaching students to solve chemistry problems based
on an individual approach involves creating an
educational environment that encourages gifted
children to work in a specific direction, giving them the
opportunity to become the subject of their own
activities by accumulating individual knowledge and life
experience, individualizing the educational process,
expanding the field of activity, and organizing a space
for reflection.
Teaching students to solve problems in chemistry
based on an individual approach provides the following
didactic opportunities:
1) building an individual educational trajectory for a
gifted child;
2) increasing the pace of learning educational material;
3) enriching educational material in the direction of
deepening and increasing its volume;
4) increasing the intensity of classes; that is, building
the educational process in accordance with the main
strategies for teaching gifted children:
1) acceleration - faster learning than in lessons.
2) deepening - deeper study of the material.
3) enrichment - education beyond the scope of
studying traditional topics by establishing connections
with other topics, problems or disciplines.
International Journal of Pedagogics
68
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International Journal of Pedagogics (ISSN: 2771-2281)
4) problematicity - the use of original explanations, the
search
for
new
meanings
and
alternative
interpretations, which help the student form an
individual approach to studying various areas of
knowledge, as well as a reflexive plan of consciousness.
When describing the didactic possibilities of teaching
students to solve problems in chemistry based on an
individual approach, it is necessary to determine what
its tasks are.
Tasks:
-
Development of the student's personal and
professional self-determination, social adaptation
abilities.
-
Development of the ability and readiness to
independently study chemistry, with its help self-
education in various fields of knowledge.
-
Gaining experience in creative activities, design
and research work.
Expected result:
Formation
and
development
of
individuality,
independence, creative potential of the person.
Main areas of work:
1. Information-analytical (collection and analysis of
information - this is observation, conversation, study of
documents);
Based on the data, a psychological and pedagogical
description is compiled.
General information about the student
Social status of the student
Communication with the group
Academic activity
Personal orientation and special abilities of the student
Student’s health
2. Diagnostic (diagnostics of personal potential).
The purpose of this stage is to study in detail the
psychological and pedagogical aspects of the student in
order to identify his personal qualities.
3. Preparation.
- acquiring the skills of scientific organization of work.
- formation of stable cognitive interest.
- research assignments, homework and optional
elective assignments,
- preparation of reports, projects, research works.
- participation in competitions and Olympiads.
4. Developer.
-
development and expansion of the student’s cognitive
interests.
- formation of research skills.
-
development of the student’s information culture.
- writing research papers and essays
- participation in olympiads, internet projects and
contests.
A work plan for teaching problem solving in chemistry based on an individual approach
Events
Transfer time
Data collection
September
Diagnostics (questionnaire)
October
Working with a teacher
november
Individual lessons
every Wednesday at 15:00
Teaching
During the school year
Planning lessons for teaching problem solving in chemistry based on an individual approach
Subject
Tasks,
methods of
work
Term
Forms of
control
A sign of
accomplishment
Solving problems
Working
with a set of
problems
4.09
Solving problems
Working
with a set of
problems
12.09
in class
card
International Journal of Pedagogics
69
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
Solving problems
Working
with a set of
problems
19.09
individual
card
Solving problems
Card
25.09
in class
work in class
Convert schemes to
reaction equations. Write
reaction equations
Working
with a
textbook
3.10
Class work
card
Solving complex reaction
equations
Presentation 10.10
Individual work Test
Solving complex reaction
equations
Textbook,
cards
17.10
Class work
Cards
An in-depth study of oxides textbook
24.10
Individual work Test
An in-depth study of the
topic “oxides”.
cards
14.11
Individual work Test
An in-depth study of the
topic “acids”.
Textbook
21.11
Individual work Test
An in-depth study of the
topic “acids”.
Cards, tests
28.11
Class work
Cards
An in-depth study of the
“Fundamentals” topic
Presentation 4.12
Class work
Cards
An in-depth study of the
“Fundamentals” topic
Textbook
11.12
Individual work Test
An in-depth study of the
topic “Salts”.
Presentation 18.02
Class work
Cards
An in-depth study of the
topic “Salts”.
Test
25.02
Class work
Test
Genetic relationship
between major classes of
inorganic substances
Cards
3.03
Individual work Cards
Genetic relationship
between major classes of
inorganic substances
Cards
10.03
Individual work Cards
Preparation for the project
in chemistry
Cards
17.03
Individual work Cards
Preparation for the project
in chemistry
Cards
7.04
Individual work Cards
Execution of the project
Test
14.04
Individual work Cards
Execution of the project
Test
21.04
Individual work Test
Execution of the project
Test
28.04
Individual work Test
Working in the park
Test
12.05
Individual work Test
Working in the park
Control test
19.05
Control work
Test
The didactic possibilities of teaching students to solve
problems in chemistry based on an individual approach
are high, and through the material provided, students
acquire qualitatively higher knowledge than those who
acquire it through oral explanations. The content of the
didactic material can be different, they:
International Journal of Pedagogics
70
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
1) tasks that require an answer by analogy;
2) tasks requiring analysis of existing knowledge;
3) tasks that require certain conclusions.
The advantage of didactic material over other visual
aids is that it allows the teacher to change its structure.
It is used not only as an exhibition material, but also as
handouts, cards.
Compilation of didactic material requires certain rules,
they
-
full compatibility of natural chemical elements
with concepts;
-the more difficult the material is for students to
master, the more carefully the selection should be
carried out;
-the best conditions should be created for conducting
meaningful research work by combining natural and
artificial aids in the lesson, etc.
Flashcards are a set of information, tasks, and
questions that contain basic information and
supporting solutions, with the help of which students
can perform practical work in class and outside of class,
individually, in groups, or as a whole class.
CONCLUSION
The methods used during the lesson are selected taking
into account the age and individual characteristics of
the students, their readiness, allow predicting the
results of the students’ study and development, and
correspond to the purpose of the lesson, the content
and nature of the educational material, the level of
knowledge and skills of the students, the material
support of the lesson, the individual characteristics of
the students, their capabilities and readiness, and the
characteristics of the time budget.
REFERENCES
Kurbanova M. Individual education - an innovative
teaching method // Academic Research in Educational
Sciences. Volume 4/ Issue 3/2023/
Urmanov S.M. and others. “Problems in chemistry and
methods for solving them”. Fergana
-2012.
Askarov I.R., Bakhodirova M.A., Gopirov K.G. “Methods
for solving problems and exercises in chemistry”.
Tashkent -2014.
Aminov S.N. and others. Practical exercises in general
and inorganic chemistry, a textbook. Tashkent, ―Fan
-
2005.
