A SYSTEM OF COMPETENCE-ORIENTED TASKS IN CHEMISTRY FOR GRADE 7: SCIENTIFIC AND METHODOLOGICAL FOUNDATIONS AND EMPIRICAL EFFECTIVENESS VALIDATION
DOI:
https://doi.org/10.47526/3107-3123.337Keywords:
educational and methodological complex, tasks, teaching methodology, PISA, school chemistry course, chemistry, functional literacy.Abstract
The article is devoted to the study of the scientific and methodological foundations for designing and implementing a system of tasks aimed at developing students’ functional literacy in the Grade 7 chemistry course. The relevance of the study is determined by the shortage of laboratory equipment in school chemistry laboratories in Kazakhstan, the limited opportunities for conducting laboratory work in rural regions, and the insufficient integration of digital and interactive technologies into the learning process. The analysis shows that traditional forms of teaching do not ensure the development of students’ research skills and hinder the formation of scientific literacy required by contemporary educational standards and international assessments of learning outcomes (PISA, TIMSS).
The purpose of the research was to develop a scientifically grounded and pedagogically validated system of contextual, experimental, problem-based and analytical tasks that would make it possible to establish a link between theoretical chemical knowledge and real-life situations. The methodological framework included content analysis of curricula and international assessment materials, comparative pedagogical analysis, classification of tasks, as well as elements of inquiry-based and competence-oriented approaches.
In the empirical part of the study, a questionnaire survey was conducted among 120 Grade 7 school students and 120 students and master’s students enrolled in the “Chemistry” educational program. The instrument included items on the clarity of the handbook structure, participants’ perception of different task types, their practical value, and respondents’ readiness to offer recommendations for improving the material. Descriptive analysis of the responses showed an overall positive evaluation of the proposed system; for some indicators, the share of positive responses was 32% –47% higher. At the same time, these results are interpreted as an empirical trend and require further verification through a controlled pedagogical experiment.
The article shows that the proposed system of tasks has substantial methodological potential for improving Grade 7 chemistry teaching and supporting the development of research skills and functional literacy. At the same time, conclusions about its effectiveness are limited by the descriptive design of the study and do not claim to establish a statistically validated causal relationship. The developed teaching and learning package has high practical value and can be used in educational institutions of various types.
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