Formation of critical thinking skills at the lesson of the discipline «Chemistry of Elements»

Abstract

A methodology for conducting classes using new forms of work that promote the development of critical thinking has been developed. The first year students took part in the experiment. Pedagogical experiment consisted of three stages, namely, ascertaining, formative and control. Classes were held with the use of various techniques such as schemes, diagrams, presentations, clusters, which made the classes more interesting, cognitive and diverse. Questionnaires and questions for testing the level of components development of critical thinking were designed. They helped to determine the level of educational motivation and to test the effectiveness of supporting abstracts. These tasks were applied before the beginning of the experiment to determine the initial level of development of critical thinking, as well as after the formation stage. The results of the present stage of the experiment showed that the level of critical thinking of first-year students was not sufficiently developed. The obtained data of research can be used at creation of a technique of students’ critical thinking development in the chemistry course teaching. In comparison with the traditional form of teaching, where an authoritarian approach to learning is used, this technology provides a free liberal form of conducting a lesson that leads to the awakening of students' cognitive activity. Traditional evaluation technique can be used to assess students when using new forms of work, since the components of critical thinking cannot be evaluated specifically. The technology helps to establish a discussion between students, through a form of work such as oral presentation.