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APROACH TO THE FORMATION OF CHEMISTRY EDUCATIONAL TEXTS FOR DEVELOPMENT OF THE CRITICAL THINKING IN STUDENTS
Abstract
An important factor in the development of critical thinking in high school students is the availability of critically rich information in the educational texts. The problem of this study was to find some kind of universal approach, ensuring the filling of educational chemical texts with critically saturated information. In accordance with the criteria of critically saturated information formulated in the context of the dialectical method of cognition, we have selected and classified the fragments of critically rich chemical information that should be included in the educational texts intended for chemical training of future metallurgists. We have used the selected examples in educational chemistry texts of various types: teaching texts, i.e. lectures; texts containing practical-oriented tasks of a problematic nature and intended to be used for independent work by the students, texts for discussion seminars, and tests to monitor the development of both chemical competencies and the level of critical thinking. The results of the pedagogical experiment allow us to conclude that the approach we used can be useful for teachers of chemical disciplines in teaching students of various specialties.
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