THE USA JOURNALS
THE AMERICAN JOURNAL OF MANAGEMENT AND ECONOMICS INNOVATIONS (ISSN- 2693-0811)
VOLUME 06 ISSUE11
111
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PUBLISHED DATE: - 28-11-2024
DOI: -
https://doi.org/10.37547/tajmei/Volume06Issue11-11
DIDACTIC SIGNIFICANCE OF PROBLEM-
SOLVING ACTIVITY IN CHEMISTRY
EDUCATION
Iskandarov Aybek Yuldashevich
Associate Professor of Tashkent State Pedagogical University named after
Nizami, Uzbekistan
INTRODUCTION
From the point of view of the didactic purpose of
chemical problems, it is a means of integrated
application of knowledge and skills, providing
integrity between quantitative and qualitative
features of chemical language.
Solving chemistry problems should be interesting
and have the same effect as the satisfaction
received by fans in solving crossword puzzles.
Solving problems in the educational process allows
ensuring the independence and activity of
students, forming solid knowledge, connecting
skills and knowledge with life, as well as
professional guidance of schoolchildren.
The development of problem-solving skills can
only be achieved in one way - through continuous,
systematic problem-solving experience. In the
process of solving problems, students perform
complex mental activity, which develops thinking
(knowledge) and logical thinking. The closest
interaction of knowledge and skills serves as the
basis for the formation of various thinking
techniques.
It led to an increase in students' desire to organize
their thinking process, develop their abilities in
solving problems, and create problem systems
based on clear planning of lessons and homework.
One of the tasks set before education is the ability
of students to understand the text, to structure the
text, to highlight the main and minor ideas, the
main idea, to create a sequence of described
events, and to find the necessary information from
the text and summarize it and interpret it,
semantics. is to prepare the basics of reading so
that they can be mastered. All this is necessary for
obtaining knowledge in any field of activity.
In chemistry lessons, students must learn the
symbolic language of this subject. The main
component of the natural scientific method of
knowledge is the use of models to describe objects
and phenomena. Models of chemical processes,
graphs, diagrams, transformation schemes,
symbols - symbolic tools allow you to structure the
material being studied, make changes, and
determine the essence and sequence of
RESEARCH ARTICLE
Open Access
Abstract
THE USA JOURNALS
THE AMERICAN JOURNAL OF MANAGEMENT AND ECONOMICS INNOVATIONS (ISSN- 2693-0811)
VOLUME 06 ISSUE11
112
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phenomena, saving time.
Solving chemical problems is an important aspect
of acquiring knowledge about the fundamentals of
chemistry. The educational process requires the
following didactic principles of learning to solve
problems: 1) ensuring the independence and
activity of students; 2) achieving solidity of
knowledge and skills; 3) ensuring the connection
between education and life; 4) implementation of
polytechnic education in chemistry, career
guidance.
Problem solving helps students to acquire
practical skills (calculations and experiments).
Problems serve as an important means of
developing pupils' thinking. In the process of
solving problems, students develop diligence,
purposefulness, responsibility and feelings. In the
process of problem solving, interdisciplinary links
are established, which show that nature and the
universe have a holistic structure, which allows
students to develop their worldview. The
developing function of problem solving is very
great, it forms the technique of rational thinking,
self-control skills, develops the skills of
independent activity. The peculiarity of
experimental tasks is the algorithm of solving a
problem situation.
The educational role of problem solving lies in the
fact that calculation tasks reveal to students the
quantitative side of chemistry as an exact science,
theory is connected with practice by setting and
realizing tasks, chemical ideas about substances
and processes are consolidated and improved in
the process of their solution. .
The possibilities of organizing problem-based
education on the basis of problem solving,
especially qualitative analysis, will be expanded.
In the process of problem solving, students
experience complex thinking activity.
It
determines the development of both the content of
thinking (knowledge) and activity (operations,
actions) to achieve it. The basis of formation is the
close interaction of knowledge and activity.
Knowledge used in problem solving can be divided
into two types: knowledge obtained by the student
when analyzing the text of the task, and knowledge
related to the topic of the task, science, without
which the solution process is impossible. This
includes knowledge of various definitions, basic
theories and laws, rules, principles, various
chemical concepts, physical and chemical
properties of substances, formulas of compounds,
equations of chemical reactions, molar masses of
substances, etc.
Solving chemical problems is an important aspect
of acquiring knowledge about the fundamentals of
chemistry. The teaching process requires
adherence to the following didactic principles of
teaching problem solving:
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Being able to apply knowledge in familiar
situations means having skills (solving problems
based on formulas derived from laws, theories,
principles, rules (following a pattern)). Knowing,
being able to apply skills in unfamiliar situations
means having competence (solving problems
based on changing formulas derived from laws in
various forms, generating quantities whose state
changes according to a pattern).
To be able to apply knowledge, skills and abilities
in practice, to solve life problems means to have
competence (solving experimental problems that
require creativity and synthesis of knowledge on
the basis of theoretical knowledge and practical
skills).
There is only one way to develop problem-solving
skills - to constantly solve problems. In the process
of problem solving, complex thinking activity is
carried out, which determines the development of
meaningful thinking (knowledge) and meaningful
activity (skills). The process of problem solving
serves as a basis for the formation of ways of
thinking that provide the closest link between
knowledge and skills.
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1) ensuring the independence and activity of students
2) achieving consolidation of knowledge and skills
3) ensuring the connection between education and life
4) Implementation of polytechnic training in chemistry, vocational
guidance
THE USA JOURNALS
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VOLUME 06 ISSUE11
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