FORMATION OF METASPECIFIC KNOWLEDGE THROUGH THE USE OF DIGITAL TECHNOLOGIES IN CHEMISTRY

Abstract

The article explores how digital technologies in chemistry teaching promote students^| personal and intellectual development by formisng metadisciplinary knowledge. Interdisciplinary tasks were integrated into the learning process, fostering cognitive abilities, creative thinking, and independent learning skills.

In the modern educational space, information and communication technologies play a crucial role in deepening theoretical knowledge and developing practical skills in students. Thanks to digital resources and virtual laboratories, chemistry is taught in an interdisciplinary manner, fostering high-level cognitive skills such as critical thinking, research, modeling, and logical analysis, and increasing students^| interest in science.

The article highlights the importance of metadisciplinary knowledge in the educational process based on specific examples and applied methods. During the research, metadisciplinary assignments for 9th-grade students in chemistry were developed, and their integration with digital technologies, relevance, and effectiveness were analyzed. These assignments played a significant role in increasing student engagement, forming their knowledge, skills, and competencies. Furthermore, they contributed to the development of skills in establishing interdisciplinary logical connections, problem-solving, and creative inquiry. During the lessons, assignments enriched with digital technologies were consistently applied, and their positive impact on students’ knowledge level, critical thinking, memory, and learning motivation was evident.