Situational tasks in the study of chemistry by students of nonchemical specialties

Abstract

The article presents situational tasks in the discipline of higher educational
institutions «Chemistry» and substantiates the advantages and importance of using this type
of task in practical classes. Thus, a specific example of work to reduce the gap between the
knowledge and skills of a university graduate and the needs of the employer is given.
Situational tasks are presented as learning tools that are important to use, on the one hand,
to ensure that the teacher develops students’ knowledge, skills and abilities provided for by
regulatory documentation and, on the other hand, to make students aware of the purpose of
studying a particular topic of the discipline, ways to search and find solutions concerning their
professional activities, explanation and competent solution of everyday issues.
For example, tasks and assignments on some topics of the course are presented: the basic
concepts and laws of chemistry, the periodic system of elements, the energetics of chemical
reactions, solutions and the basics of electrochemistry for students of non-chemical specialties
of the university studying chemistry as a general educational discipline, which is a prerequisite
for basic and specialized disciplines of the specialty.
Such work in practical classes makes it possible to observe the expansion of knowledge and
skills of students, an increase in their interest in the chosen profession and in the discipline
«Chemistry», socio-psychological satisfaction from their own ability to apply the acquired
knowledge in practice and, as a result, an easier inclusion of a young specialist in professional
activity and the team.