Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
A new approach to teaching general and inorganic chemistry
Bakhtiyor YODGOROV
1
Chirchik State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
20 April 2021
Accepted 15 May 2021
Available online
25 June 2021
Traditional means of teaching and supervising the training of
chemistry students should be updated through the introduction
of information and communication technologies. The following
information communication technologies are used in the
educational process: electronic educational and methodological
complexes, electronic textbooks, video lectures, animations;
electronic laboratory and practical work, didactic tests,
electronic reference books (cases, projects, organizers), etc. It is
very important to use information communication technologies
in teaching general and inorganic chemistry. The use of new
interactive teaching technologies has advantages over
traditional methods.
There are also some features of the use of information
communication technologies in teaching general and inorganic
chemistry. The article provides a detailed analysis of the use of
information communication technologies. This allowed the
author to conclude that the updating of traditional teaching aids
in teaching a course in general and inorganic chemistry covers
the entire educational process of teaching.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
information communication
technologies,
general and inorganic
chemistry,
electronic laboratory work;
electronic educational-
methodical complexes;
electronic tests; educational
films, video lectures,
electronic textbooks.
Umumiy va anorganik kimyoni o‘qitishga yangicha yondoshuv
ANNOTATSIYA
Kalit so‘zlar:
axborot-kommunikatsiya
texnologiyalari,
umumiy va noorganik
kimyo, elektron testlar,
elektron laboratoriya ishlari,
elektron o‘quv-uslubiy
majmualar,
Axborot-kommunikatsiya texnologiyalarini joriy etish orqali
kimyo bo‘yicha talabalarni o‘qitish va o‘qitishning an’anaviy
usullari yangilanishi kerak. Ta’lim jarayonida quyidagi axborot-
kommunikatsiya texnologiyalari qo‘llaniladi: elektron o‘quv-
uslubiy majmualar, elektron darsliklar, video ma’ruzalar,
animatsiyalar; elektron laboratoriya va amaliy ishlar, didaktik
testlar, elektron ma’lumotnomalar (ishlar, loyihalar, tashkilot-
1
Senior lecturer, Chirchik State Pedagogical Institute, Tashkent Region, Chirchik, Uzbekistan.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
404
o‘quv filmlari; video
ma’ruzalar,
elektron darsliklar.
chilar) va boshqalar umumiy va noorganik kimyo fanlarini
o‘qitishda axborot-kommunikatsiya texnologiyalaridan foyda-
lanish juda muhimdir. O‘qitishning yangi interaktiv texnologiya-
laridan foydalanish an’anaviy metodlardan afzalliklarga ega.
Umumiy va noorganik kimyoni o‘qitishda axborot-
kommunikatsiya texnologiyalaridan foydalanishning ba’zi
xususiyatlari ham mavjud. Maqolada axborot-kommunikatsiya
texnologiyalaridan foydalanish bo‘yicha batafsil tahlil berilgan.
Bu muallifga umumiy va noorganik kimyo kursini o‘qitishda
an’anaviy o‘quv vositalarini yangilash o‘qitishning butun o‘quv
jarayonini qamrab oladi degan xulosaga kelish imkonini berdi.
Новый подход к преподаванию общей и неорганической
химии
АННОТАЦИЯ
Ключевые слова:
информационно-
коммуникационные
технологии,
общая и неорганическая
химия,
электронные
лабораторные работы,
электронные учебно-
методические комплексы;
электронные тесты,
обучающие фильмы,
видеолекции,
электронные учебники.
Традиционные средства обучения и контроля за обучением
студентов-химиков должны быть обновлены путем внедрения
информационных и коммуникационных технологий. В
учебном процессе используются следующие информационные
коммуникационные
технологии:
электронные
учебно-
методические
комплексы,
электронные
учебники,
видеолекции, анимации; электронные лабораторные и
практические работы, дидактические тесты, электронные
справочники (кейсы, проекты, органайзеры) и др. Очень важно
использовать
информационные
коммуникационные
технологии в преподавании общей и неорганической химии.
Использование новых интерактивных технологий обучения
имеет преимущества перед традиционными методами.
Также есть особенности использования информационно-
коммуникационных технологий в обучении общей и
неорганической химии. В статье представлен подробный
анализ использования информационных коммуникационных
технологий. Это позволило автору сделать вывод о том, что
обновление
традиционных
учебных
пособий
при
преподавании курса общей и неорганической химии
охватывает весь учебный процесс обучения.
Today, there is an acute issue of updating traditional teaching methods, through the
use of information technology. This is especially relevant in the process of training future
teachers. However, in the process of teaching a number of fundamental disciplines,
including chemistry, such innovations encounter a number of difficulties. Among them
there is the lack of development of the relevant teaching materials, and the
unpreparedness of teachers for the widespread use of new teaching methods, instead of
traditional ones, and high mathematical complexity, requiring appropriate software and
graphic presentation of the material. But, despite these and other difficulties, attempts are
being made to introduce information technologies into the process of teaching the
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
405
discipline “General and inorganic chemistry”. This discipline is quite difficult to study,
requires a large amount of independent work of students, therefore the development of
modern computer teaching methods seems to be especially relevant.
Information technologies used in the learning process can be divided into several
types. Among them there are electronic textbooks, lectures, notes, electronic laboratory
and practical work, simulators, encyclopedia reference books, testing technologies.
Let’s consider how information and communication technologies are applied in the
process of teaching “General and Inorganic Chemistry”. N.G. Gureev [1] notes that the
complex and electronic textbook “General and inorganic chemistry” performs new roles
and functions and can simultaneously be a theoretical and practical assistant in
independent work, which means that it significantly improves the formation of the
intellectual ability of the student and increases the learning efficiency.
The authors of [1] have accumulated a fairly large amount of information and
methodological material using computer technologies and have begun the development of
an electronic textbook. In works [2, 3, 4, 5], considering the problem of innovative
technologies in the process of teaching “General and inorganic chemistry”, he also notes
the huge role of information and communication technologies. In this regard, for students
studying the discipline “General and inorganic chemistry”, a didactic complex of
information and communication support of the discipline has been created. It includes a
database necessary for completing two homework assignments and five laboratory works
in a computer workshop, as well as a set of other didactic tools and methodological
materials that ensure the educational process. The didactic complex also includes: a work
program of the discipline, a lecture course outline, a set of tasks with examples of solutions
for each module, control questions and tasks for sections of the lecture course with
elements of scientific and technical creativity, electronic versions of guidelines for
laboratory work. Thus, working in the laboratory, students have all the necessary
educational material. T.L. Anisova [6] suggests using MS Excel to solve problems in
chemistry. The paper shows an example of solving a problem in chemical kinetics. It should
be noted that the entire process of solving the problem is carried out by the students
themselves, i.e. the program acts only as a tool, and ready-made forms and already
developed information environments are not offered. N.V. Zhukova [7] reports on the
development of an electronic test simulator in chemistry, containing six meaningful blocks:
"Solutions of electrolytes".
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
406
Each block consists of theoretical part, revealing the main issues of the block;
simulator tasks with a detailed solution; questions-simulators, which are test tasks with
feedback; a control test designed to monitor students’ knowledge.
In addition, the student has all the reference material necessary for solving tasks.
G.M. Kurunin and G.M. Bondareva write about the use of electronic testing in teaching
chemistry: the use of test items in combination with other types of testing is an effective
tool that stimulates the preparation of students for each lesson and increases motivation
for the subject under study [8, 9, 10].
Thus, at present, in the process of teaching chemistry, various electronic teaching
aids are quite actively used and attempts are being made to introduce electronic practical
and laboratory works.
At the Department of Chemistry of the Chirchik State Pedagogical Institute,
information technologies are also being introduced into the educational process. For the
successful development of the discipline “General and inorganic chemistry”, elements of
electronic educational and methodological complexes have been developed for students
enrolled in undergraduate programs in specialties: – 5110300 “General and inorganic
chemistry” [10]. When constructing the complexes, a multi-level modular principle was
applied, because it is known that a well-structured complex not only provides quick and
convenient access to educational materials, but also helps to plan the development of the
course and contributes to more rhythmic and efficient student work during the semester.
All lecture material in electronic form is included the educational and
methodological complex of the discipline and is issued to students, which contributes to
the successful development of the course.
The lecture course is conducted using electronic presentations shown on a
projector. This allows:
–
to visualize mathematical formulas, use a large and clear font, which makes it
easier for students to understand and speeds up the process (compared to using a
traditional board);
–
show portraits of scientists, accompanying it with a short story, which increases
interest in classes;
–
show pictures and graphics with animation – this improves perception and
memorization of addictions, promotes concentration of students’ attention.
For some sections of the course “General and inorganic chemistry” videos and
anemolections were developed. In addition, to increase the motivation to study “General
and iInorganic chemistry”, a collection of slides “History of chemistry” was created, which
in a vivid and entertaining form tells about the period of the formation of chemical science,
which preceded the appearance of chemistry. The prerequisites for the emergence of
chemistry, the features of this process are shown, it is told about the outstanding scientists
who contributed to the formation of this science, and the basic quantitative laws that
formed its basis.
When working in practical classes, special presentations are used: they are
composed in such a way that the formulas necessary for solving problems appear
gradually, at a speed set by the teacher. This contributes to the flow dialogue with the
student, gives the student time to think about the problem, and not write off everything
from the screen.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
407
These Excel-based programs allow the student to make calculations much faster
than manually. In addition, in the programs, before directly the calculations, all the
necessary formulas are given, there are explanations of the symbols, in these formulas
included, the approximate graphical dependencies of the studied properties are shown.
Such a repetition of theoretical material undoubtedly contributes to a better assimilation
of it.
The use of these programs is possible both in the staff computer hall of the
department and on a home staff computer.
For independent work of students when doing homework and preparing for
intermediate control, there are teaching aids with detailed explanations for solving
problems in chemistry [11, 12, 13].
The use of information technology in laboratory studies includes entrance computer
testing and electronic laboratory work, which are carried out along with experimental
laboratory work.
Input computer testing (remove repetition before laboratory work) allows you to
assess the student’s readiness to perform laboratory work. Currently, the department uses
MyTestX for testing – a system of programs (student testing program, test editor and
results journal) for creating and conducting computer testing, collecting and analyzing
results, giving marks according to the scale indicated in the test. The tests compiled in this
program for the disciplines of the department are based on different types of tasks: single
or multiple choice, establishing the order; establishing compliance; an indication of the
truth or falsity of the statements given.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
408
1.What is a reaction mechanism?
The step-by-step sequence
of reactions for a chemical
reaction.
A step-by-step listing of
ingredients.
A list of the reactants in a
reaction.
A list of the products in a
reaction.
2.What makes the statement ‘the presence of a
catalyst will slow down a reaction’ incorrect?
A catalyst will increase the rate of reaction
by raising the amount of energy dedicated to
fueling the process.
A catalyst actually increases the rate of
reaction by its very introduction into a slow
process.
A catalyst actually increases the rate of
reaction by lowering the amount of energy
needed to start the process.
A catalyst will either increase or decrease
the rate of reaction based on what type of
material is used.
3.What does the
m
stand for in
the rate law equation?
Number of moles
Reaction order
Concentration of product
Concentration of reactant
Rate
4.What is the rate-determining step?
The slowest step in the reaction
The step that determines the reaction
The overall rate of the reaction
The fastest step in the reaction
Electronic laboratory work has several advantages over experimental:
1. Since they are not directly related to reagents, they can simulate the work with
substances that cannot be used in a student’s workshop due to safety precautions, for
example, use methanol, benzene, etc.
2. Sometimes electronic laboratory work simulates the use of high-temperature
devices, which also cannot be implemented in a student laboratory workshop.
3. Electronic labs are often based on data that goes far beyond the time allotted for
lab work and equipment that is not available in the lab.
Methodological instructions for laboratory work are available in printed and
electronic form, some of the works are combined [14, 15, 16, 17].
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
409
To test the knowledge of students within the framework of intermediate control,
one can use the developed electronic test questions in chemistry.
Thus, in the process of teaching the discipline “General and inorganic chemistry”
implemented the use of information communication technologies at all stages of education.
These are electronic presentations at lectures and practical classes, and special calculation
programs for solving problems, and electronic laboratory work, and computer tests before
laboratory work and for intermediate control, and methodological and reference materials
in electronic form. All these modern forms of education are organically combined with
traditional ones (experimental laboratory work, traditional forms of testing, etc.). All this
undoubtedly contributes to the successful mastering of the discipline by future engineers
and the creation of a solid foundation for their study of special subjects.
REFERENCES:
1.
Gureev N.G. On the use of computer technology in the course of physical
chemistry / N.G. Gureev, G.I. Zorina, I.E. Kozhevnikov // News Volgograd State Technical
University. 2004. – № 8. – PP. 95–96.
2.
Goncharenko E.E. Innovations in technology teaching “Physical and Colloid
Chemistry” for students of “Industrial Ecology” (bachelors) / E.E. Goncharenko
A.M. Golubev, B.S. Ksenofontov // Engineering Journal: science and innovation. 2013. –
№ 6 (18). – P. 4.
3.
Anisova T.L. Solution of problems of physical chemistry by using MS EXCEL /
T.L. Anisova, S.I. Salpagarov // Modern problems of science and education. 2012. – № 3. –
P. 417.
4.
Zhukova N.V. The possibility of using electronic test simulators for teaching
physical chemistry / N.V. Zhukova // Fundamental research. 2013. – № 10-12. –
PP. 2778–2781.
5.
Kurunina G.M. Using computer technology to assess the quality of knowledge in
the course “Physical Chemistry” / G.M. Kurunina, G.I. Zorina, G.M. Casks, A.V. Sinkov,
I.E. Zvereva // International Journal of Experimental Education. 2012. – № 1. – P. 95.
6.
Bondareva G.M. The use of testing as a form of control of students’ knowledge in
physical chemistry / G.M. Bondareva // Advances in chemistry and chemical technology.
2012 – T. 26. – № 10 (139). – PP. 43–47.
7.
Stepanovskikh E.I. Physical chemistry. Electronic training complex EUMK 10780
[electronic resource] / E.I. Stepanovskikh. Mode of access: http://study.urfu.ru
/view/aid_view.aspx?AidId=10780 (date accessed 09.08.2014).
8.
Stepanovskikh E.I. Brusnitsyna L.A., Alekseeva T.A. Physical chemistry. Examples
of problem solving: a teaching manual [electronic resource] / E.I. Stepanovskikh., L.A.
Brusnitsyna, Alekseeva T.A. Mode of access: http://study.urfu.ru/view/aid_view.
aspx?AidId=12277 (date accessed 10.08.2014).
9.
Bulatov N.K., Stepanovskikh E.I. Physical chemistry. Experience in solving
problems on the Russian student competitions [electronic resource] / N. Bulatov,
E.I. Stepanovskikh. Mode of access: http: //study. urfu.ru /view/aid_ view.aspx?
AidId=8471 (date accessed 10.08.2014).
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 5 (2021) / ISSN 2181-1415
410
10.
Stepanovskikh E.I. Multicomponent homogeneous systems / workshop to
electronic laboratory work [electronic resource] / E.I. Stepanovskikh. Mode of access:
http://study.urfu.ru/view/aid_view.aspx?AidId=9540 (date accessed 10.08.2014).
11.
Atqiyayeva S.I., Komilov K.U. Developing intellectual capabilities of students in
teaching chemistry. // International scientific and educational electronic journal
“Education and Science in the XXI century”. 2021, Issue No. 10 (volume 3). – PP. 684–692.
12.
Badalova S.I., Komilov Q.U., Kurbanova A.J. Case technology in chemistry lessons. //
Academic Research in Educational Sciences. 2020, – Vol. 1. – No. 1. – PP. 262–265.
13.
Badalova S.I., Komilov Q.U., Kurbanova A.J. Intellectual training of students of
technical institute. // Academic Research in Educational Sciences. 2020. – Vol. 1. – No. 1. –
PP. 266-274.
14.
Shayzakova D.A., Nasimov A.M. Kimyo fanini o‘qitishda interfaol usullardan
foydalanish // SamDU Ilmiy axborotnoma. 2020-yil, 6-son (124). – B. 106–109.
15.
Shaizakova D.A. Kimyo fanini Citishda shahsiy insonparvarlik tekhnologiya
sidan foydalanish. // Academic research in educational sciences, 2021.2-sleep (4). –
B. 603–612.
16.
Rustamova H., Kurbanova A.J., Komilov K.U. The role of information and
communication technologies in teaching general and inorganic chemistry. // “Economy
and society”. 2021. – No. 5. (84).
17.
Yadgarov B. Komilov K.U., Kurbanova A.Dj. Applying ICT for improvement
general chemical education. // Society and innovations. 2021. – №4. – PP. 257–261.
