Baimakhanova G.M., Shagrayeva B.B., Karakulova A.M.
International Kazakh-Turkish
University (Shymkent, Kazakhstan)
Problem approach in Organic Chemistry teaching
Summary
Problem teaching is
becoming a dominant paradigm in Organic Chemistry teacher education programs
worldwide. Problem teaching refers to teachers subjecting their beliefs and
practices of teaching to a critical analysis. However, the concept of problem
teaching is not clearly defined, and a plethora of different approaches with
sometimes confusing meanings have been pushed in teacher education programs.
This article reviews some current approaches to problem teaching and then
suggests a method of providing opportunities for Organic Chemistry teachers to
reflect on their work. The article seeks to examine: teaching skills of lecture
classes, laboratory and individual work
One of the most improving method of teaching process
in high school is creating the classes in problem character. Such classes are
built on problem situations and discovery work of students. Now we are
examining the questions concerning with the problem teaching of organic
chemistry. There are several variants of problem lectures and laboratory work
which are based on the principle of methodological games.
Among all the forms and methods of pedagogical work
organization just the lecture classes take the dominant place. The main goal of
teaching and students’ bringing up are realized on lecture classes. Students’
work outlook training, scientific point of view and professional interests,
deep systematic and stable knowledge basis are formed exactly on lecture
classes. Contemporary lectures are flexible management of cognitive knowledge
level of students. Contemporary lectures set the aim to engage the students’
interest in their future profession, to inspire the positive establishments and
scientific, theoretical, critical thinking formation. The lecture has to
interact the teacher and the students (T <=> S) and the students with the teacher (S<=> T). In other words the lecture should be the instrument of intellectual
cooperative work of students and teachers. We offer the 5 subdivided stages of
the lecture course “Acetylene hydrocarbon”.
1.
Oriented stage: The definition of “Acetylene hydrocarbon”.
The formula of acetylene hydrocarbon. The discovery history of
acetylene.
2.
Presentation stage. Problem situation. The chemical properties of
acetylene hydrocarbon.
a) General chemical properties with ethylene hydrocarbons – reaction of
electron seeking connection, oxidation,
polymerization. The leader of the lecture can use the tables on chemical
properties of ethylene hydrocarbon. .
b) Chemical properties for Acetylene hydrocarbons are the reaction of connection and metallization.
c) General conclusion on chemical properties of Acetylene hydrocarbons:
-
low-active in reaction Ad Å
-
low oxidized than alkenes
-
high-active in reaction Ad N
-
capable to the reaction of metallization with
acid properties
d) The problem situation is forming
How to explain that high-saturated Acetylene
hydrocarbons CnH2n-2 are low-expressed than CnH2n in the properties of low-saturated
connections?
3.
Discovery stage: Analysis of the created situation. It’s known that:
- The quality structure of a molecule. Acetylene hydrocarbons as well as
ethylene hydrocarbons contain atoms and hydrogen.
- Structural formulae of molecules: Acetylene hydrocarbons–CnH2n-2
Ethylene
hydrocarbons – CnH2n
That is both include to the low-saturated
hydrocarbons.
- Chemical properties. Common and differential properties of alkynes and
alkenes.
Hypothesis: contradiction between chemical properties of Acetylene hydrocarbons and
Ethylene hydrocarbons consists of the differentiation of double and triple C-C
connections.
4. Operational Reconstructive
stage: Solving the problem situation.
The differentiation of chemical properties of Acetylene hydrocarbons and
Ethylene hydrocarbons are explained with the peculiarities of triple building
of C-C connections, exactly in hybridization and space situation of the
both p- connections.
5. Evaluation stage: Solving
the task.
Thus, we have said that the problem teaching is subdivided into several forms of work it is important to note that the laboratory
work plays the significant place in creating the problem situation teaching.
Just at the laboratory work the
students have the opportunity to set the problem themselves and find the ways
of solving and find the connection between the lectures and the practical
classes.
The goal of the laboratory work is to deepen and
consolidate the theoretical knowledge, got on the lectures; test the scientific
theoretical points by the practical experiments; to introduce with the special
equipment and materials; research the methods of scientific explorations in
practice. Exactly in the process of the laboratory work the students get the
opportunity to convince that the practical experiments are the criteria of the
truth; the students gradually get the ability to choose the methods and ways of
research themselves without the teachers’ instruction.
There is shown the plan – technological cycle
of didactical game.
Table 1
Table of different Approaches to the Problem
teaching in Organic Chemistry
|
¹ |
Work types |
Content of Stage tasks on
literary synthesis |
|
1 |
Preparation to the laboratory work |
Working out the tasks into the literary synthesis. Formulation of the
problem situation. (the stage is worked by the teacher) |
|
2 |
Setting the main problem |
Giving the task |
|
3 |
Imitation model of research object |
3.1 Engineering of the strategy of synthesis – (plan of synthesis) a) synthetically planning b) retrosynthetically planning 3.2 Engineering the synthetically tactic – choosing
the method of synthesis |
|
4 |
Solving the main problem |
Calculation of theoretically
available exit of intermediate and final products |
|
5 |
Checking and correction the tasks |
Evaluation the students’ literary synthesis strategy and tactic |
|
6 |
Formulation of the task |
Synthesis process description of exit of intermediate and final
products |
|
7 |
Realization of the task point |
Pre-working out of the literary synthesis stages till getting the
final product. Identification of intermediate and final products |
|
8 |
Evaluation of the point results |
Comparison of real and theoretically available exit of intermediate
and final products |
|
9 |
Analysis of result and synthesis |
Comparison of physical chemical constants with the inquiry one |
Using the problem teaching we can engage the
active, creative and discovery work of students. In epoch of wide volume of
different information it is the effective way of achieving the students’
stable, deep knowledge and skills. Especially in credit technology system the
type of Problem teaching helps to form the independence of students’ position;
improve the ability to the creative and critical thinking; to use the
background knowledge in active life position.
Bibliography
1. Lerner I.Y. Problem teaching. – Moscow, 1974
2. Arystanov M.Zh., Garunov M.L., Haidarov Zh.G. - Problem teaching in High
School. – Almaty, 1979
3. Archangelsky S.I. Lectures on teaching theory in High School. – Moscow,
1974
4. Nizamov R.A. Didactical basis of students’ study activation. –Kazan,
1975
5. Vergasov V.M. Problem teaching in High School. –Kiev,1977
6. Garunov M.G. Problem teaching in
High School. ¹ 4, 1976