AMALIY MAZMUNDAGI KIMYOVIY MASALA VA MASHQLARDAN STEAM YONDASHUV ASOSIDA MAKTAB KIMYO DARSLIGI MAZMUNINI TAKOMILLASHTIRISHDA FOYDALANISH

Аннотация

This article discusses the improvement of the content of school chemistry textbooks through practical chemical problems and exercises using the STEAM approach (Science, Technology, Engineering, Arts, Mathematics). The STEAM methodology aims to integrate science, technology, engineering, arts, and mathematics, bringing chemistry education closer to practice and developing students' creative and analytical skills. The article presents methods for modernizing textbooks through practice-oriented tasks (e.g., reducing water hardness, recycling polymers). The research results show that the STEAM approach makes the learning process effective and engaging by incorporating interactive technologies (virtual laboratories, 3D models), project-based tasks, and interdisciplinary connections. The challenges (lack of resources, teacher training) and ways to overcome them are also discussed. In conclusion, it is noted that textbooks enhanced through the STEAM approach meet modern educational requirements and prepare students to solve practical life problems. Keywords: STEAM approach, chemistry education, practical exercises, interdisciplinary integration, virtual laboratories, project-based learning, engineering solutions, environmental sustainability, innovative pedagogy. Zamonaviy ta’limda STEAM (Science, Technology, Engineering, Arts, Mathematics) yondashuvi fan, texnologiya, muhandislik, san’at va matematikani integratsiyalashgan holda o‘quv jarayonini amaliy va qiziqarli qilishga qaratilgan. Maktab kimyo darsliklarida amaliy mazmundagi kimyoviy masala va mashqlarni STEAM yondashuvi asosida qo‘llash, o‘quvchilarning bilimlarini chuqurlashtirish, ularning tanqidiy fikrlash va ijodiy qobiliyatlarini rivojlantirish imkoniyatini beradi. Ushbu maqolada amaliy masalalarni STEAM elementlari bilan bog‘lab, darslik mazmunini takomillashtirish usullari va ularning samaradorligi ko‘rib chiqiladi. Kimyoviy masala va mashqlar o‘quvchilarning o‘zlashtirgan nazariy bilimlariga asoslangan holda aqliy va amaliy faoliyat ko‘nikmalarini shakllantirish, rivojlantirib borishda muhim didaktik vosita bo‘lib xizmat qiladi. 36 DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES International scientific-online conference Kimyoviy masala va mashqlar yechish ko‘nikmalarini o‘zlashtirish uchun o‘quvchilar puxta nazariy bilimlarga ega bo‘lishlari, turli aqliy faoliyat turlarini amalga oshira olishlari katta rol o‘ynaydi. Tadqiqotimiz davomida turli kimyoviy masala va mashqlarning mazmuni, ularda ifoda etilgan va mustahkamlanishi kerak bo‘lgan kimyoviy BKM lar, masala va mashqlar yechimlarini o‘rgatish va o‘rganish borasida olib borilgan turli manbalarda yoritilgan quyidagi qator muammolar aniqlandi va ularning bugungi kunda kimyo ta’limi samaradorligiga salbiy ta’siri o‘rganildi: 1. Kimyoviy masala va mashqlar yechish ko‘nikmalarini rivojlantirishda dars vaqtidan unumli foydalana olmaslik; 2. Masalalarni reproduktiv usulda yechish, ularda boshqa, qisqaroq yechish usullariga doir tushunchalar berilmaslik; 3. O‘quvchilarning kimyoviy masala, mashqlarning mohiyati va yechish usullarini tushunishda qiynalishlari; 4. O‘quvchilarning hisoblashga doir masalalarning kimyoviy (sifat) va hisoblash (miqdoriy) qismlarini ajrata olmasligi; 5. O‘quvchilarning ayrim hollarda kimyoviy til, hisoblash amallari va fizik kattaliklardan foydalanishda xatolarga yo‘l qo‘yishi; 6. O‘quvchilarning yechimi topilgan masala javobini boshqa usullarda yechib ko‘rish yoki teskari mazmundagi masala tuzish va uni yechish orqali tekshirib ko‘rmasliklari; 7. O‘quvchilarning har bir kimyoviy masala alohida turga mansub degan noto‘g‘ri tushunchalarga ega ekanligi; 8. Kimyoviy masala va mashqlarning mazmunida kimyoning amaliy ahamiyatiga doir ma’lumotlardan kam foydalanilishi. Bir necha yillik kuzatuvlar davomida shu narsa ma’lum bo‘ldiki, umum ta’lim maktablarida o‘quvchilar tomonidan kimyoviy masalalar yechishda kimyoviy til, matematik amallar va fizik kattaliklardan foydalanishda ayrim hollarda xatoliklarga yo‘l qo‘yilmoqda. Masalan, oddiy gazsimon moddalarning formulalarini Н , О ko‘rinishida emas, balki N, O ko‘rinishida yozish, hajm, 2 2 massa va zichlik kabi tushunchalarni farqlashda, ular bilan turli amallarni bajarishda xatolarga yo‘l qo‘yilayotganligi shular jumlasidandir. Bunday salbiy holatni bartaraf etish maqsadida o‘quvchilarga kimyoviy tilni o‘zlashtirishlari uchun kimyoviy formulalar va fizik kattaliklar birgalikda ifodalangan turli yo‘riqnomalar berish, kimyoviy diktantlar o‘tkazish katta samara beradi. Masalan, quyidagi topshiriqlar o‘quvchilarga kimyoviy masala va mashqlar yechish ko‘nikmalarini talab darajasida o‘zlashtirib borishlarida yordam berib, 37 DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES International scientific-online conference nisbiy atom va molekulyar massa, massa ulushi, Avogadro soni, modda miqdori, molyar massa, modda massasi, modda hajmi, modda konsentratsiyasi, gazsimon moddalarning vodorodga va havoga nisbatan zichligi, eritm