Студенттер мен жас ғалымдардың «фараби әлемі» атты халықаралық ғылыми конференциясы
WHY IS THERE LITTLE HANDS-ON WORK IN THE HIGH SCHOOL CHEMISTRY
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Сборник конф Фараби Әлемі 2023 химфак-печать
| WHY IS THERE LITTLE HANDS-ON WORK IN THE HIGH SCHOOL CHEMISTRY
CURRICULUM? Akhmetov A.A. Supervisor: PhD Ospanova G. Suleyman Demirel University 210310010@stu.sdu.edu .kz Chemistry is a natural science and requires both theoretical and practical knowledge. Despite the fact that students take chemistry as one of the main subjects and even pass tests in order to enter university, at school sometimes, simply put, they never do any work, and some chemicals are not allowed to be used at all, although they have some importance in the reaction.The purpose of this thesis is to show the urgency of the theme and why we should pay attention to it. Curriculum, while this approach may have some advantages, such as providing a solid foundation of fundamental principles, it ignores the importance of practical experience. One of the main reasons for the lack of hands-on activities in the chemistry curriculum is inadequate teacher training and lack of resources. Moreover, the secondary school curriculum prioritises standardised tests and exams over practical work, which reinforces the emphasis on theoretical knowledge. This approach can lead students to think of the subject as boring and uninteresting, which ultimately prevents them from developing a deeper understanding of the subject and approaching it more critically.In addition, cultural attitudes toward science education may also be a contributing factor to the lack of hands-on work in the high school chemistry curriculum in Kazakhstan. Students may not be encouraged to learn science concepts through hands-on experimentation, and instead are expected to learn only from textbooks. In conclusion, the lack of hands-on work in the high school chemistry curriculum in Kazakhstan is a complex problem that involves several factors, including insufficient teacher training and resources, a strong emphasis on theory and standardised testing, and cultural attitudes toward science education. Addressing these factors will require a multi-faceted approach that includes providing more practical training and resources for teachers, developing more engaging and practical instructional materials, and a broader cultural shift toward valuing science education as a means to improve the quality of life for individuals and society as a whole. «Фараби Әлемі» атты студенттер мен жас ғалымдардың халықаралық конференциясы 306 жүктеу/скачать 2,6 Mb. Достарыңызбен бөлісу:
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