Typology of didactic solutions for promoting chemistry among Russian schoolchildren

the article analyzes current problems of school chemistry education in the context of digital transformation and changing cognitive characteristics of modern students. It examines the contradictions between traditional approaches to teaching chemistry and the requirements of the new generation Federal State Educational Standards (FSES), based on the systemic-activity approach. Special attention is paid to the specifics of chemistry as a subject combining a fundamental theoretical basis with experimental activities. Key problems are identified: cognitive difficulties in mastering multidimensional chemical knowledge, motivational components, lack of experimental work, and insufficient material and technical support. It is noted that modern didactic solutions become a key tool for overcoming these difficulties, as they allow transforming the educational process in accordance with the challenges of our time. Solutions based on the integration of digital technologies with the subject content of chemistry are of particular importance. The necessity of developing a special typology integrating the importance of practical activities in chemistry and the features of working with chemical knowledge is substantiated. The purpose of the work is to typify didactic solutions that can be used as a way to overcome the problems of school chemistry education. The proposed typology of didactic solutions is based on the following criteria: target audience, nature of cognitive activity, level of educational activity, degree of integration of digital tools, interdisciplinary connections, type of developed skills, methodological approach, career guidance orientation. Such systematization allows not only to classify existing developments but also to design new educational practices corresponding to the specifics of chemistry as a subject. Using the example of a bank of didactic solutions in chemistry created by the teaching staff of Yaroslavl Pedagogical University named after K.D. Ushinsky, descriptions of didactic solutions according to different typology criteria are provided.

chemical education, scientific literacy, digital transformation, didactic solutions, typology, career guidance