Didactic potential of practically oriented teaching of chemistry in the implementation of the state standard of basic secondary education

- Коршевнюк, Т. В. (orcid.org/0000-0003-0430-5808) (2026) Didactic potential of practically oriented teaching of chemistry in the implementation of the state standard of basic secondary education Науковий часопис Українського державного університету імені Михайла Драгоманова. Серія 5. Педагогічні науки: реалії та перспективи (112). pp. 52-58. ISSN 3083-5682

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Abstract

The article substantiates the didactic potential of practice-oriented teaching of chemistry for implementing the State Standard of Basic Secondary Education. Practice-oriented teaching is considered not as a technology, but as a didactic approach that integrates the emotional-figurative, cognitive, activity and value components of the content around a problem. Based on self-determination theory, the connection of this approach with student motivation is substantiated: maintaining autonomy, personal and social significance of the educational task is a psychological condition for learning. The functions of the content of teaching chemistry in the conditions of a practice-oriented approach are analyzed: cognitive, value-ideological, competence and the function of safe life activities. The role of the experiment as a source, subject and means of knowledge is substantiated, which involves the student’s progress from encountering a practical problem through the formulation of a hypothesis to testing and generalizing the results. In wartime Ukraine, implementation is supported by risk-assessment tasks. A system of didactic conditions for practice-oriented teaching of chemistry, consistent with the provisions of the State Standard, is proposed. An author’s structural and functional model of a complex task, covering contextual, content, activity, competency, product, and evaluation components, was developed and demonstrated using the material of four complex tasks from chemistry textbooks. Didactic conditions and the model of a complex task are complementary to the PISA-2025 scientific literacy framework. It is shown that each component of the model operationalizes one of the didactic conditions for practice-oriented teaching, and the systemic unity of the components turns a task into a holistic pedagogical situation.

Item Type:	Article
Keywords:	practice-oriented learning, school chemistry experiment, State Standard of Basic Secondary Education, structural-functional model of a complex task.
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:	31 Oct 2026 15:01
Last Modified:	31 Oct 2026 15:01
URI:	https://lib.iitta.gov.ua/id/eprint/750626

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