DEVELOPING STUDENTS’ SCIENTIFIC THINKING THROUGH A METHODOLOGICAL APPROACH IN CHEMISTRY EDUCATION
Abstract
This article examines the theoretical and practical foundations of developing students’ scientific thinking through a methodological approach in chemistry education. Within the framework of the competency-based paradigm of modern education, fostering students’ scientific worldview, logical and critical thinking, as well as their ability to identify scientific problems and justify solutions, has become one of the most important pedagogical objectives. The study explores the essence of the methodological approach, its didactic potential in chemistry teaching, and the mechanisms for developing scientific thinking among learners. Particular attention is given to the use of problem-based learning, inquiry-based instruction, experimental activities, and reflective analysis as effective tools for enhancing students’ scientific reasoning. The findings indicate that chemistry instruction organized on the basis of a methodological approach positively influences the development of students’ analytical thinking, interest in scientific inquiry, experimental skills, and practical competencies.
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