Development of the content component of the methodology of formation of organizational skills of future chemistry teachers on the basis of the synergistic approach

Abstract

The article considers the possibility of using the ideas of synergetics to develop a
meaningful component of the methodology for the formation of organizational skills of a future
Chemistry teacher, which allows the formation of appropriate professional and pedagogical
competencies necessary for the organization and conduct of various types of school chemical
experiments. This optimizes the process of forming such a quality of a future teacher as flexibility of
thinking and will reduce the adaptation period of a novice teacher at school. The use of synergetic ideas
in the educational and pedagogical process is considered in the context of the method. Based on the
analysis of standard curricula on the subject of ‘Chemistry’, the main subject content of the chemical
experiment was selected. The main task is to form a generalized ability to organize and implement a
school chemistry experiment by a teacher. At the same time, the actual content of the technique of the
conducted chemical experiment may vary, but the main subject content must necessarily be covered.
Examples explain the principle of discreteness, the possibility of a student choosing the topic for the
development of a lesson, the topic of the analyzed lesson conducted by a fellow student, the topic of the
lesson where they will perform the role of a laboratory assistant, the topic of case-study, the topic of the
lesson with using a virtual laboratory, the topic of a home chemical experiment. The use of a synergetic
approach will allow the student to feel like a ‘student’, ‘teacher’, and ‘laboratory assistant’, and also give
the opportunity to perform the entire scope of laboratory work provided by the program. The teacher
performs the function of a facilitator, organizing interaction and providing a methodological base. The
article presents a model of the synergetic interaction of participants in the educational process. The
synergetic approach to the development of the content component of the methodology allows it to
flexibly respond to the rapidly changing demands of the current time and consider the personal
preferences and interests of students.