Application of integrated theoretical-practical teaching approach in teaching chemistry

Abstract

In recent years, the term “integration” has been used in different directions in scientific articles. In pedagogical sciences, this term is employed in various forms and contents. The main purpose of using the term “integration” in the field of pedagogy is two-way education by combining students’ theoretical knowledge with practice, that is, organizing one positions and content. The scientific article indicates the features and advantages of using an integrated teaching chemistry. This method is a modern teaching method and helps students to improve themselves, develop and enhance their creativity. Because the interrelation of various educational subjects forms systemstic knowledge and improves the ability to conduct laboratory experiments (V.Kraevsky, I.Lerner, R.A.Wik, Damen etc.). A new period of training begins in theoretical and laboratory integrated classes, which open up the opportunity for students to gain deeper knowledge. In the proposed scientific and methodological work, the features of teaching using the integration method, the effectiveness of its use in the subject of chemistry, were tested using a questionnaire. In order to determine the level of knowledge and skills acquired by students in the subject, tests were conducted. Due to the effectiveness of training in the classes under study, an integrated teaching method was used, and the results of the effectiveness of training were summed up.