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THE USE OF NON-TRADITIONAL TRAINING FORMS IN THE DISCIPLINE «SCHOOL CHEMISTRY EXPERIMENT» // Pedagogical Review. 2018. Issue 4 (22). P. 72-79

The analysis of the definitions of “form of education” in the pedagogical literature is carried out. The distinctive features of non-traditional forms of education in the university, including the conceptual basis, purpose of the lesson, its structure, training and activity of the teacher and students in the class are revealed. The definition of non-traditional form of education is given on the basis of the analysis of pedagogical and methodological literature and taking into account the requirements of the Federal State Educational Standard, including the distinctive features: the use of pedagogical technologies of teaching and their elements; the prevalence of the activity approach, in which the active and versatile, independent cognitive activity of the learner is dominant; practical-oriented training aimed at vocational training; interesting content of the lesson; a combination of different forms of presentation of educational information; organization of group work; absence of stereotype in the structure of the employment. Characteristics of laboratory studies on the discipline “School chemical experiment” in the pedagogical university are given. The choice of the use of gaming technology and crossens technology in systematization and generalization of students’ knowledge is grounded. The results of reflection to determine the attitude of students to the use of non-traditional forms of learning (game and crossens technology) are presented. The interest of students, their motivation for a deeper knowledge of the material being studied, the desire to develop communication skills in interaction systems student-student, student-teacher, readiness to apply the acquired knowledge and skills in occupations and in further professional activity is shown.

Keywords: forms of education, non-traditional forms of education and their distinctive features, school chemical experiment, game technology of learning, crossens technology

USING DIFFERENT FORMS OF INFORMATION PRESENTATION DURING THE CLASSES ON SCHOOL CHEMICAL EXPERIMENT TAKING INTO ACCOUNT TEACHERS’ PERCEPTIVE MODALITY // Pedagogical Review. 2019. Issue 3 (25). P. 55-66

An analysis of the concept of perceptual modality is given. The characteristic of personality types on the basis of leading modality is given: the visuals, who perceive most of the information through vision; the audials that receive information through the auditory channel and sound is dominant for them; the kinesthetics that perceive most of the information through the touch and other sensations. Features of the presentation of educational information for students of different psychotypes during the conducting lessons on the generalization and systematization of knowledge in the course School Chemical Experiment were considered. The results of testing are given to determine the type of perceptual modality, on the basis of which three groups of students are formed. Three classes have been developed and conducted on the following topics: Initial Chemical Concepts. Hydrogen; Oxygen; Nitrogen and its Compounds. Phosphorus. These classes are different forms of presentation of educational information and the organization of their conduct. Diagnostics of students’ knowledge was carried out in order to determine the quality of mastering educational material on the topics studied. The attitude of students to the use of different forms of presenting information in the classroom based on the results of reflection has been determined.

Keywords: perceptual modality, audials, visuals, kinesthetics, forms of presentation of educational information, features of perception of information by various psychotypes, school chemical experiment

CROSSENCE AS ONE OF THE FORMS OF SUBMISSION OF EDUCATIONAL INFORMATION ON LABORATORY LESSONS ON CHEMISTRY // Pedagogical Review. 2019. Issue 4 (26). P. 142-149

The characteristic of crossence is given as one of the forms of perception and understanding of educational information. The features of the crossences, their significance in conducting laboratory classes in chemistry at the university, the stages of creating crossences, the method of using crossences in the classroom “School Chemical Experiment” are described. The tasks for students to work with crossances are given. Examples of crossences are presented for the disciplines “School Chemical Experiment” and “General and Inorganic Chemistry”. Crossences are based on images illustrating the stages of experiments, and include chemical glassware, devices, reagents, located in the cells of the table. The stages of creating crossences are considered, including the definition of the topic of experience, the selection of elements of the content of experience and links between them, the creation of images illustrating the order of the experiment. The combination of graphic images and textual information in the order of the experiments was proposed to be used in crossences. The results of the survey of students in order to identify their relationship to crossences are given. It was established that the majority of the respondents had a positive attitude towards the use of crossences in laboratory classes in chemistry and are ready to use them in teaching practice and in future professional activities.

Keywords: forms of chemical information, laboratory classes in chemistry, crossences, stages of creating crossences, methods of using crossences