THE USE OF MODERN COMPUTER PLATFORMS AND PROGRAMS IN TEACHING CHEMISTRY
DOI:
https://doi.org/10.48371/PEDS.2024.73.2.023Keywords:
methods of teaching chemistry, chemistry courses, interactive technologies, computer tools, digital platforms, electronic resources, virtual experiment,, model, distance learningAbstract
The use of information and communication technologies forms students' research skills, cognitive interest, and develops scientific thinking. Computerization of subject learning involves improving the quality of education of the educational process using new information technologies. The use of modern innovative technologies develops cognitive activity, creativity of students, increases self-esteem and contributes to improving the dynamics of the quality of academic performance. The application of computer programs and platforms to the chemistry course allows you to reveal more deeply the theoretical laws and phenomena of the discipline, allows you to compare, analyze, and draw conclusions from practical results.
Currently, there are many opportunities to gain knowledge in chemistry through free and paid online services and platforms, as well as assistance in systematizing, structuring students' knowledge and skills using various platforms.
The article will focus on the most accessible and suitable computer programs for students Quizlet, Genially, LearningApps, Flippity, Joyteka, Wordwall, Kahoot. With the help of these programs, samples of the courses «Inorganic Chemistry», «Organic Chemistry» and «Colloidal Chemistry» were prepared. Websites have been developed on several topics: «Chemistry of elements», «Organic Chemistry», «Colloidal chemistry», «Computer Chemistry». In the discipline of organic chemistry, a model has been developed for the course «Integrated environmental education in the Department of Organic Chemistry», the model includes materials from lectures, laboratory and seminars. The model is block-hierarchical, includes an invariant of the system of concepts of the course and is based on the following principles: ecologization of the chemistry course; systematic development and complication of educational material; integration of knowledge and skills; disclosure of the multilevel organization of subjects, the relationship of their composition, structure and properties.