Methodology of programmed chemistry lessons on the topic: “Hydrocarbons”

Abstract

In modern education, the relevance of using innovative methods in the teaching of chemistry is significant. The complexity and volume of material that students need to master in chemistry lessons require new methods of delivery and comprehension. Programmed learning, using various technological tools and methods, makes it possible to individualise the learning process, taking into account the individual needs and learning pace of each student. This is particularly important given the different levels of students and the differences in their backgrounds and abilities. To date, there are few reliable and relevant developments on programmed learning in school education, especially in the field of chemistry. Therefore, the purpose of our work is to develop and evaluate a chemistry lesson on the topic: “Hydrocarbons”. The development of the programmed lessons was carried out in 4 stages: in-depth study of the theory, selection of the topic of the lesson, development of the programmed lessons, and selection of the service to use in the classroom. The experimental group was class 10 “B” and the control group was class 10 “C”. The experimental group was taught in the programmed learning format through the CopeApp website and the control group received the material in the traditional format using the explanatory-illustrative method and presentation. The points of the final test showed a significant increase of 12.5 % in the quality of knowledge in the experimental class. This suggests that programmed learning enhances students’ ability to understand and master chemistry more effectively. A questionnaire survey was also carried out among the students in the experimental group, the results of which showed that the majority of the students evaluated the method of programmed learning positively.