Theoretical and methodological basis of designing the content of chemistry teaching in the New Ukrainian School

- Коршевнюк, Т. В. (orcid.org/0000-0003-0430-5808) (2026) Theoretical and methodological basis of designing the content of chemistry teaching in the New Ukrainian School Інноваційна педагогіка (99). pp. 27-32. ISSN 2663-6085

Text Стаття окрема Коршевнюк на С 27-32.pdf - Published Version Download (185kB)

Abstract

The article substantiates the theoretical and methodological foundations for designing chemistry education content under Ukraine’s New Ukrainian School reform. The study’s original contribution is a distinction, largely absent from existing scholarship, between two levels of instructional design: the theoretical level, comprising the didactic theory of educational content, the concept of pedagogical content knowledge, and the concept of backward design from expected outcomes; and the methodological level, comprising a system of principles for selecting and structuring instructional material together with the didactic procedures and criteria for their practical implementation. Drawing on domestic and international scholarship, an analysis of the State Standard of Basic Secondary Education, the recommendations on assessing learning outcomes (MES Order No. 1093, 2024; MES Order No. 722, 2026), and the model chemistry curricula by O. Hryhorovych and H. Lashevska, an original two-component model for designing chemistry content is proposed, comprising six methodological foundations: competency-based purposefulness, scientific-methodological adequacy, contextual and practical orientation, cognitive accessibility, integration and activity orientation, and reflective-value orientation. The model links the theoretical basis, the methodological foundations, the normative framework, and design decisions through a cyclical, rather than one-directional, connection. The model’s realisation is analysed in the Chemistry textbooks for grades 7–8 by T. Korshevniuk and O. Yaroshenko. The shift from advisory to mandatory regulation of assessment is shown to increase the need to align content design with the new integrated indicators of learning outcomes. An original criterion of “didactic adequacy” is proposed for evaluating chemistry instructional materials.

Item Type:	Article
Keywords:	designing the content of chemistry teaching, theoretical and methodological foundations, New Ukrainian School, assessment of learning outcomes, chemistry textbook, didactic compliance.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences > 54 Chemistry. Crystallography. Mineralogy
Divisions:	Institute of Pedagogics > Department of Biological, Chemical and Physical Education
Depositing User:	лаборант Аліна Хилько
Date Deposited:	07 Oct 2026 07:52
Last Modified:	07 Oct 2026 07:52
URI:	https://lib.iitta.gov.ua/id/eprint/750439

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