Antoaneta Angelacheva
University of Plovdiv “Paisii Hilendarski”
https://doi.org/10.53656/nat2024-1-2.02
Abstract. Solving graphical problems brings potential opportunities for students to master knowledge and skills to create and use graphical models – sketches, schemes, drawings, tables, etc. Graphical knowledge and skills are part of the key competences of students and play an important role in learning as a tool of cognition, as a factor for building positive motivation for learning and for forming constructive skills in students. In the work, a classification of graphical
problems in chemistry is proposed. A methodology for selection, compilation and
application of graphical problems in chemistry education has been developed. On
this basis, a system of graphical tasks has been created for the section “Properties
of nonmetals and their compounds” 8th grade. Its effectiveness has been proven
through pedagogical experiment.
Keywords: chemistry education; chemistry graphical learning tasks
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