UDC

378.146

Authors

Mayer Lyudmila Vladimirovna
Institute of Natural Sciences and Technologies, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)
e-mail: mayer58@mail.ru
Manakhova Svetlana Valeryevna
Institute of Natural Sciences and Technologies, Northern (Arctic) Federal University named after M.V. Lomonosov (Arkhangelsk, Russia)
e-mail: manahova1966@yandex.ru

Abstract

Chemistry is a fundamental scientific discipline which studies and describes the world around us as it is and consists of extensive factual information as well as various chemical theories. Chemistry as a discipline at higher education institutions is studied during the first year, so teachers are always facing a challenge of matching the background of first-year students and the content of the course with the given amount of in-class lessons and individual work according to the curriculum. Currently, higher education institutions practice an authoritarian method of teaching the basic chemistry course, which, surely, does not help to stimulate interest in this subject among students. Thus, they develop a false idea of chemistry as a secondary branch of science. As a rule, they do not see how they can apply chemical knowledge in their future profession. In addition, a major part of first-year students lack a clear understanding of the studying conditions and requirements at the chosen university, which makes the adaptation to the learning activity considerably more difficult. In order to provide up-to-date content of the education and teaching techniques, decrease the share of passive learning and increase the active one, we suggest using interactive methods of teaching. This work demonstrates that applying such methods in studying chemistry at a university helps to change the situation for the better. Students develop an interest in studying chemistry, the share of individual work is increased, and a positive dynamics in mastering chemical experiments is observed.

Keywords

bachelor degree course, chemistry, organic chemistry, reflective questionnaire, interactive teaching

References

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