Features of using mobile technologies in teaching 9th grade students the topic «degree of dissociation. strong and weak electrolytes»

Abstract

This article aims to determine the effectiveness of using mobile technologies in the teaching of chemistry. The article presents mobile platforms that are particularly effective for use in specialized chemistry lessons.

The article examines the definitions of the term “mobile learning” proposed by domestic and foreign authors. Examples of how mobile platforms can be used in chemistry lessons are provided. Information about various mobile applications is presented along with a brief explanation of how they are used. The advantages and disadvantages of applying mobile learning technologies in the organization of the educational process are described. Through the capabilities of mobile learning tools, interactive tasks, visual models, video materials, and methods for demonstrating experiments in digital format were used during the lesson.

Pedagogical experimentation and surveys were used as research methods. The results showed that 96.7% of students enjoyed the lesson conducted with mobile technologies, 90% reported that the material became easier to understand, and 85% noted an increase in their classroom engagement. These findings clearly demonstrate the effectiveness of mobile technologies, confirming their role in visualizing complex chemical processes, integrating theory with practice, and enhancing students’ interest in the subject.

Overall, the study results indicate that mobile learning methods serve as a modern and effective tool for improving the quality of chemistry education, as well as enhancing students’ cognitive activity and motivation. Mobile technologies contribute to the personalization of the learning process, allowing each student to learn at an individual pace and according to their abilities. Moreover, systematic use of mobile applications helps establish an innovative learning format, increasing the accessibility and attractiveness of chemistry