Inquiry-based learning (IBL) stands as a prominent pedagogical approach in contemporary chemistry education, aimed at fostering deeper conceptual understanding and critical thinking skills among students. This article delves into the effectiveness of IBL methodologies within the context of chemistry education and offers insights into various implementation strategies. Drawing upon a synthesis of empirical research, theoretical frameworks, and practical experiences, this paper examines the impact of IBL on student engagement, conceptual learning, and retention of knowledge in chemistry.
So‘rovga asoslangan ta‘lim zamonaviy kimyo ta‘limida talabalar o‘rtasida chuqurroq kontseptual tushunish va tanqidiy fikrlash qobiliyatlarini rivojlantirishga qaratilgan taniqli pedagogik yondashuvdir. Ushbu maqola kimyo ta‘limi kontekstida IBL metodologiyalarining samaradorligini o‘rganadi va turli xil amalga oshirish strategiyalari haqida tushuncha beradi. Empirik tadqiqotlar, nazariy asoslar va amaliy tajribalar sinteziga tayangan holda, ushbu maqola IBL ning talabalarning faolligiga, kontseptual o‘rganishga va kimyo bo‘yicha bilimlarni saqlashga ta‘sirini o‘rganadi.
Inquiry-based learning (IBL) stands as a prominent pedagogical approach in contemporary chemistry education, aimed at fostering deeper conceptual understanding and critical thinking skills among students. This article delves into the effectiveness of IBL methodologies within the context of chemistry education and offers insights into various implementation strategies. Drawing upon a synthesis of empirical research, theoretical frameworks, and practical experiences, this paper examines the impact of IBL on student engagement, conceptual learning, and retention of knowledge in chemistry.
Обучение на основе запросов представляет собой видный педагогический подход в современном химическом образовании, направленный на содействие более глубокому концептуальному пониманию и навыкам критического мышления у учащихся. В этой статье рассматривается эффективность методологий IBL в контексте химического образования и предлагается понимание различных стратегий внедрения. Опираясь на синтез эмпирических исследований, теоретических основ и практического опыта, в этой статье рассматривается влияние IBL на вовлеченность студентов, концептуальное обучение и сохранение знаний по химии.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Tilyabov M.U. | assistent | O'zbekiston-Finlandiya pedagogika instituti |
| 2 | Pardayev U.X. | talaba | O'zbekiston-Finlandiya pedagogika instituti |
| 3 | Xoliyorova S.F. | talaba | O'zbekiston-Finlandiya pedagogika instituti |
| № | Name of reference |
|---|---|
| 1 | 1. Hofstein, A., & Lunetta, W. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54. |
| 2 | 2.NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. The National Academies Press. |
| 3 | 3.Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. |
| 4 | 4. Linn, M. C., & Hsi, S. (2000). Computers, Teachers, Peers: Science Learning Partners. Routledge. Etkina, E., & Van Heuvelen, A. (2007). Investigative science learning environment—a science process approach to learning physics. International Journal of Science Education, 29(9), 1089-1113. |
| 5 | 5.National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. |
| 6 | 6.Buck, L. B., & Bretz, S. L. (2002). Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 31(7), 448-452. |
| 7 | 7.Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. |
| 8 | 8.Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33. |
| 9 | 9.American Chemical Society. (2012). ACS guidelines and recommendations for the teaching of high school chemistry. Retrieved from https://www.acs.org/content/dam/acsorg/education/resources/highschool/chemmatters/volume30/08August2012/hschem-guidelines.pdf |