METHODOLOGICAL FOUNDATIONS OF DESIGNING EDUCATIONAL SITUATIONS IN CHEMISTRY
DOI:
https://doi.org/10.54662/veresen.3.2025.05Keywords:
key competencies, competency-based approach, educational situation, cross-cutting skills, expected learning outcomes, cognitive activity, problem-based learningAbstract
The scientific and methodological article examines the theoretical and practical aspects of designing and applying learning situations in chemistry lessons within the framework of the New Ukrainian School concept. The emphasis is placed on rethinking approaches to organizing modern lessons through the planning and implementation of learning situations. The article analyzes scholars’ views on the concept of a «learning situation» in the educational process and refines its definition as a meaningful component of a lesson that stimulates students’ active cognitive engagement and supports the development of key competencies and cross-cutting skills. The main features of a learning situation are identified: focus on achieving expected learning outcomes; didactic richness; presence of a task or a set of differentiated tasks centered around a particular object or phenomenon; active interaction between participants in the educational process; variability of solutions; applicability at different lesson stages; development of key competencies and cross-cutting skills; assessment criteria and feedback mechanisms. The article outlines key factors to consider when designing a learning situation: alignment with expected learning outcomes; identification of competencies and cross-cutting skills; consideration of age-specific characteristics; relevance and significance of didactic content; scientific validity and factual accuracy; task differentiation; time allocation and duration of task performance; presence of clear assessment criteria for learning outcomes; and the provision of feedback. The main stages of preparing and implementing learning situations are described in detail: defining the content, developing the informational component, designing a system of tasks and determining the form of activity, diagnostic stage, and reflection on the implementation of the learning situation. The example is provided of a lesson element that describes a learning situation in chemistry for 7th-grade students on the topic «Exploring Substances and Mixtures» within the lesson «Mass Fraction of a Component in a Mixture». The article demonstrates the practical implementation of step-by-step planning to ensure the effective achievement of the intended learning outcomes and includes a sample self-assessment sheet and reflection element.
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