DIDACTIC POSSIBILITIES OF USING CREATIVE EDUCATIONAL TECHNOLOGIES IN TEACHING ORGANIC CHEMISTRY
Keywords:
Organic chemistry, creative educational technologies, didactic possibilities, TRIZ, synectics, isomerism, molecular modelling, STEAM, divergent thinking, functional literacy.Abstract
The article examines, from theoretical and experimental perspectives, the didactic possibilities of using creative educational technologies in teaching organic chemistry in general secondary schools. The specific features of organic chemistry content, namely the invisibility of molecular structure, the multiplicity of variants in isomerism, the complexity of reaction mechanisms and the richness of real-life contexts, are analysed as the basis for applying creative technologies. The correspondence of TRIZ, synectics, Six Thinking Hats, SCAMPER, mind mapping, design thinking, STEAM projects and digital molecular modelling to organic chemistry topics is substantiated, and their visualizing, divergent-developmental, integrative, motivational and reflective didactic functions are identified. The methodology, developed on the basis of I.E. Shernazarov’s research on the integrative approach and functional literacy, was tested in a pedagogical experiment, which proved that it leads to a statistically significant increase in students’ creative and cognitive activity.
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