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Scientific and methodological bases of professional training of
future chemistry teachers
Nargiza KAMOLOVA
1
Tashkent State Pedagogical University
ARTICLE INFO
ABSTRACT
Article history:
Received September 2021
Received in revised form
15 September 2021
Accepted 20 October 2021
Available online
15 November 2021
The purpose of this article is to study the knowledge of
teachers in the field of chemical and technological science. Using
new learning modules, new principles of computational
chemistry for chemistry teachers are explored.
2181-
1415/© 202
1 in Science LLC.
https://doi.org/10.47689/2181-1415-vol2-iss10/S-pp
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:
chemistry,
teacher,
effective approach,
scientific and
methodological bases,
vocational training,
new modules,
technological science,
pedagogical science.
Bo
‘
lajak kimyo o
‘
qituvchilarini kasbga tayyorlashning ilmiy-
metodik asoslari
ANNOTATSIYA
Kalit so
‘
zlar:
kimyo fani,
o‘
qituvchi,
samarali yondashuv,
ilmiy-metodik asoslar,
kasbga tayyorlash,
yangi modullar,
texnologik fan,
pedagogik fan.
Ushbu maqolaning maqsadi kimyo o‘qituvchilarining yangi
hisoblash kimyosi modullari orqali o‘qituvchilarning texnologik
pedagogik fan haqidagi bilimlarini rivojlantirish.
1
Associate Professor, PhD. Department of Chemistry.
Tashkent State Pedagogical University. Tashkent, Uzbekistan.
Жамият
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Society and innovations
Special Issue
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10 (2021) / ISSN 2181-1415
507
Научно
-
методические основы профессиональной подготовки
будущих учителей химии
АННОТАЦИЯ
Ключевые слова:
химия,
учитель,
эффективный подход,
научно
-
методические
основы,
профессиональная
подготовка,
новые модули,
технологическая наука,
педагогическая наука.
Целью данной статьи является исследование знаний
преподавателей в области химико
-
технологической науки.
Используя новые модули обучения, исследуется новые
принципы вычислительной химии для преподавателей
химии.
Continuous professional development of chemistry teachers is necessary for any
effective teaching of chemistry, as the subject of science and its teaching techniques are
changing. Professional development is aimed at keeping the teaching of chemistry relevant
and making it more meaningful, educationally effective and in line with current
requirements. From pre-school preparation to continuous professional development, by
providing models and examples of professional development for chemistry teachers, the
authors guide the student through theory and practice. The authors discuss the factors that
influence successful professional growth, such as workload, availability, and time
constraints, and consider how we continue to train lifelong teachers of chemistry. lib,
began by designing a learning environment based on computational chemistry, and then
studied students’
perceptions of computational chemistry. is a key factor in the teaching of
chemistry. The content and pedagogical content of teachers, which is an important part of
the professional knowledge base of teachers, ensures effective teaching and learning. This
chapter discusses how future teachers and educators can learn chemistry. Thus, teachers
need to have personal approaches to mastering chemistry in both the service preparation
and vocational training phase: personal, social, and professional. In this chapter, we
discuss the theoretical foundations of these issues and present the ideas and methods used
by professional development providers to develop a sense of importance in making
chemistry education more relevant [1].
The authors discuss the factors that influence successful professional growth, such
as workload, availability, and time constraints, and consider how we continue to train
lifelong teachers of chemistry. With a solid foundation in the literature and many examples
from the authors ’rich experience, this book allows researc
hers and educators to better
understand the role of teachers in effective chemistry education and the importance
of their professional development. The information-ecological approach that
comprehensively solves the scientific problem is a didactic system of developmental
education with special attention to the methods of explaining the teaching of chemistry, its
features and role in science. The basis of this approach is a dialectical understanding of the
process of scientific explanation in modern information-education, the school
environment in which education develops. The Attraction of Information and the
Environmental Approach show that this is not only a theory, but also a period of
development of educational technology society and information technology, taking into
Жамият
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Society and innovations
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account modern technologies. The importance of the concept of basic information-
environmental approach indirectly includes the principles of integration and
multidimensionality in the context of student information and environmental approach to
control the environment through the formation and development of the individual in the
sense of development funds. The principle of integration requires a scientific explanation
of chemical phenomena using modern information technology, computer technology and
traditional teaching aids chemistry, as well as the functions of the interaction of the
subjects of the education system, allowing to improve consistent communication The
effectiveness of developmental education. The principle of integration creates the
conditions for the constant interaction of the education system, this character. The
effectiveness of sustainability bonds in solving common evolving problems is education.
This principle requires a multidimensional information culture, critical thinking, theories
and laws in the scientific explanation of chemical phenomena.
The structure of the ordered information-educational environment information
system, the exchange of experience provides information activities of humanity. Under the
learning environment we understand the set of conditions that provide the reflection of
the real world (learning information is the object of storage, transmission, modification
and management).
The new information-education involves the formation of appropriate personality
traits as a result of a learning environment that develops a scientific interpretation of
chemical phenomena The collection, storage, processing and dissemination of chemical
and other natural information in a combination of integrated media. An important task for
this is to prepare students
–
future teachers of chemistry in the educational process at the
university. The development of education, taking into account the information and
educational environment of the school, the issue of information culture can not be ignored.
Teacher Information culture is understood as an integral part of its structure. party data,
including an important component of scientific ability to explain both natural and artificial
phenomena. What is important for teachers is that the use of electrons in the teaching of
chemistry is a combination of educational resources in information technology. Minladi.
An evolvingly concentrated and imperceptibly integrated chemical education
material of interest. Biographical information about it Scientists explain the mysteries of
nature, virtual rational and irrational use of natural resources and others. In addition, the
demonstration of non-harmful effects of chemical production on the environment (its
wastes or harmful chemicals, waste), waste, unauthorized storage of waste in the
environment, existing computer animation and virtual models of human events and
disasters. The study and learning of cognitive activities that allow the integration of
technology in chemical education in the process of computer training. All knowledge
begins with wonder [2]. This leads to the development of curiosity, which is a new cause,
and then the formation of interest in sustainable chemistry in students and the motivation
to learn it; needs for self-development and self-improvement. However, it must be
acknowledged that the skills formed in the virtual world do not always correspond to real
objects and are applied in the real world. raises environmental and chemical issues around
the world. A brief description of the main functions as an explanation of the main functions
Scientific ideas in the natural sciences and chemistry, including:
1) this is a specific interpretation of the discovery of logical-didactic methods of the
studied theories, laws, concepts;
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2) explanation
–
this is a method of comprehensive theoretical analysis that studies
any object of natural science;
3) explanation is a method of proving the truth, facts, laws, phenomena about the
essence of natural science, which studies the logical validity of conclusions [2].
As it turns out, in terms of didactic explanation.
It is up to the teacher to be aware of the important features (epistemological,
psychological, didactic aspects) that the scientific process used in the study of science at
school also has a number of features. An important epistemological aspect of pedagogical
activity explanation, i.e. explanation reason, genetic, functional, structural, etc. The class
teacher should plan the logic of presenting knowledge Think about logical explanation, i.e.
choose inductive or deductive option explanation, o
’
Explanatory or explanatory model. As
the most important explanation of the method of accounting, the psychological aspect
involves the correct choice of logical relationships known to students, knowledge and new
knowledge is opened. (The calculation of these relationships allows for the transfer of
learned knowledge to a new educational and pedagogical situation and the determination
of methods of transfer.) The didactic aspect involves pedagogical retention. Methods of
optimal ratio of presentation in the classroom by the teacher Independent mental activity
class for students to master knowledge. Taking into account these aspects, the objects of
knowledge (chemical phenomena, processes, theories, laws, etc.), the objectives of their
study, the teacher chooses the type of explanation, the logical method of explaining the
levels. and the degree of cognitive independence of students in the classroom.
Consideration of the main types of induction and deduction relations in an environment
where new information and education are constantly evolving are important elements of
the scientific and pedagogical aspects of teacher thinking. In choosing the appropriate ratio
of induction and deduction, first of all affects the nature of the object under study
(empirical or theoretical, material or ideal - the object of study), and secondly, the problem
of knowledge is the object (assuming the existence of the object). necessary to obtain
empirical data for) explanation of the theory of the object), thirdly, the logical relationship
between the structure of the object and the structure used to explain the knowledge [4].
Consider the types of induction and deduction, the use of which is possible with a scientific
explanation of chemistry. The first type
–
inductive and deductive ratio inductive
construction of the training material includes three types. In disclosure, chemical concepts
and empirical classification are applied at first glance. Causality, second look at the cases
of problem solving in an intuitive conversation during the opening. The third type of
inductive explanation corresponds to the intuitive solution of chemical problems. The
second type - the ratio of induction and deduction with two types
–
corresponds to the
hypothetical-deductive method of studying chemical phenomena. In this case, induction
serves as a means of generating hypotheses, a hypothesis-deductive method
–
a means of
verification. Two option bases for formulating a hypothesis. The first option is a formulated
inductive conclusion that is the result of generalization of experimental data. The second
option is a cognitive task consisting of guessing (exiting) the knowledge of how to solve a
particular chemical every day [5]. Moreover, in both cases the conclusion takes the form of
theoretically based knowledge and hypotheses. Then the hypothesis is attached to the
explanation, as well as new facts to deepen and prove the hypothesis. a basic hypothesis
for solving the expected cognitive task by considering the logical path and teaching
methods; prepare a slightly personal hypothesis or a low-level hypothesis of a high-level
hypothesis; test the corresponding lower-level performance hypothesis experiment;
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In conclusion, significant work is being done to improve the quality of research in
higher pedagogical education and, at the same time, to develop the scientific and
methodological basis for the training of future chemistry teachers [6]. It has been
experimentally proven that positive results can be achieved in preparing future teachers
for creative careers if: a) the main form of work is joint creative research, selection of
optimal solutions to learning and cognitive problems, the predominance of group and
individual creative forms. frontal work; b) the main role of the subject of teaching
–
a
helper, a great, experienced friend, mentor and colleague, in the search for truth; c) the
main task of the subject of education
–
the organization and involvement of subjects of
education in the active process of solving various didactic tasks; d) the main task of the
subjects of education
–
active cooperation in teamwork, constant self-improvement; e) the
main result of education
–
the ability of the subject to independently transfer the acquired
knowledge to new creative situations, self-awareness and improvement, increase the level
of development of creative potential; f) the program is carried out in a specially created
pedagogical environment. Continuous professional development of chemistry teachers is
necessary for any effective teaching of chemistry, as the subject of science and its teaching
techniques are changing. Professional development is aimed at keeping the teaching of
chemistry relevant and making it more meaningful, educationally effective and in line with
current requirements [7].
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Ivshina G.V. and Ismagilov K.K. (2010) Development of mathematical culture with
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3.
Merkulov I.P. (1980) Hypothetical-deductive model and knowledge of scientific
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Paravyan N.A. (1975) Teaching methods in chemistry in hypothetical-deductive
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Harvey D. (1969) Explanation in Geography. London. Samigullina G.S.,
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creative development of teachers of natural geography course professional retraining
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http://dx.doi.org/10.5539/ies.v8n4p159.
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Sochor A.M. (1988) Explanation of the learning process: the concept of elements
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Vilkeev D.V. (1982) The study of the basics of science as a didactic problem of the
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