Developing Research Competencies in High School Students Through

Specialized Chemistry Education: A Computer-Based Approach

Pavlo P. Nechypurenko

1 a

and Serhiy O. Semerikov

1,2,3 b

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine

Institute for Digitalisation of Education of the NAES of Ukraine, 9 M. Berlynskoho Str., Kyiv, 04060, Ukraine

Keywords:

Students, Self-Development, Research Competencies, Educational Chemical Research, Structuring of

Competencies, System of Research Competencies, Cognitive Activity, Experiment, Development, ICT,

Computer-Based Chemistry Training.

Abstract:

The article discusses the trends in the development of the education system with a focus on specialized edu-

cation in chemistry. The goal of specialized education is to deepen theoretical knowledge, improve practical

skills, and foster independent and continuous self-education in students. The school chemistry course priori-

tizes the unity of theory and practice, a research approach to teaching, and differentiation. Research compe-

tencies are described as new personality formations that develop gradually in the process of educational and

research activities. Specialized chemistry education is the optimal form for the formation and development

of students’ research competencies. The key concept of the study is research competencies of high school

students in specialized chemistry teaching, which are deﬁned as a systemic professionally oriented property of

the student’s personality. A system of research competencies of high school students in specialized chemistry

education is designed, consisting of three groups: general scientiﬁc research competencies, scientiﬁc research

competencies, and special chemical research competencies. The article also discusses the stages of educational

and research activities, lesson and extracurricular forms of organizing educational and research activities, and

the importance of forming research competencies in students.

1 INTRODUCTION

The main tasks of the National strategy for the devel-

opment of education in Ukraine for the period up to

2021 in general secondary education are to update the

content, forms and methods of organizing the educa-

tional process; create conditions for strengthening the

professional orientation of students, providing spe-

cialized training, individual educational trajectory of

students in accordance with their personal needs, in-

terests and abilities; increase the effectiveness of the

educational process through the introduction of the

achievements of psychological and pedagogical sci-

ence, pedagogical (President of Ukraine, 2013).

The Concept for the development of science and

mathematics education (STEM education), aimed at

consistent and systematic solution of issues related to

ensuring sustainable innovative development of sci-

https://orcid.org/0000-0001-5397-6523

https://orcid.org/0000-0003-0789-0272

ence and mathematics education and improving its

quality, identiﬁes among the ways to solve this prob-

lem, in particular, the creation of information and

methodological complexes for science and mathemat-

ics subjects (electronic manuals, virtual laboratories,

electronic databases, educational portals, etc.), as well

as ensuring conditions for their use (Cabinet of Min-

isters of Ukraine, 2020).

According to the Law of Ukraine “On Education”

(Verkhovna Rada of Ukraine, 2017) specialized sec-

ondary education corresponds to the third level of the

National Qualiﬁcations Framework, which requires

students to develop the ability to work effectively in

a team, critical thinking, independent educational and

professional activities, responsibility for its progress

and results, oral and written communication skills,

etc. Studies of in the ﬁeld of theory and methodol-

ogy of ICT in education have proven the effectiveness

of using ICT tools to develop these abilities. Accord-

ing to the (Verkhovna Rada of Ukraine, 2017), spe-

cialized education in science involves the acquisition

Nechypurenko, P. and Semerikov, S.

Developing Research Competencies in High School Students Through Specialized Chemistry Education: A Computer-Based Approach.

DOI: 10.5220/0012068300003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 835-849

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

835

of competencies by students in research and develop-

ment, design, invention and rationalization activities

that can be supported by ICT.

The main tasks of specialized education include

assistance in the development of creative indepen-

dence, the formation of a system of ideas, value orien-

tations, research skills – components of research com-

petencies that will provide a school graduate with the

opportunity to successfully realize himself/herself.

The issues of forming students’ research competen-

cies in the context of specialized education were con-

sidered by Alibekian (Alibekian, 2013), Verbytskyi

(Verbytskyi, 2012), Zhuk (Zhuk, 2021), Kiv et al.

(Kiv et al., 2019).

The main goal of competence-based learning of

chemistry students is to develop the competencies

necessary for the creative realization of the individ-

ual and the acquisition of skills of independent sci-

entiﬁc and practical research and development activi-

ties, and the leading forms of organizing such activi-

ties are laboratory work and projects aimed at forming

students’ research competencies. The theoretical and

methodological foundations of specialized teaching

of chemistry were developed in (Jegstad et al., 2022;

Sawatruksa and Rodpun, 2019; Segerblom, 1931; Ve-

lychko and Fitsailo, 2010). ICTs as a means of

teaching chemistry were considered by Aksela (Ak-

sela, 2005), da Silva et al. (da Silva et al., 2019),

Derkach (Derkach, 2021), Hernández et al. (Hernán-

dez et al., 2014), Husaruk (Husaruk, 2010), Lewis

(Lewis, 2004), Martínez-Argüello et al. (Martínez-

Argüello et al., 2018), Sadykov and

Ctrnáctová

(Sadykov and

Ctrnáctová, 2019), Silva and Ramos

(Silva and Ramos, 2016).

The realization of the purpose and tasks of special-

ized chemistry education is impossible without taking

into account the principle of ﬂexibility, which consists

in providing opportunities and conditions for chang-

ing the content, methods and forms of organization of

specialized education, in particular the main form of

meeting individual student requests according to indi-

vidual plans and programs (for example, in rural areas

in the absence of students to form a class) – distance

learning, which occurs mainly through the indirect

interaction of remote participants in the educational

process in a specialized environment that operates on

the basis of modern psychological, pedagogical, and

information and communication technologies.

The analysis of the experience of organizing spe-

cialized chemistry education has revealed a contra-

dictions between the potential of computer-oriented

chemistry education in the formation of research com-

petencies of high school students and the lack of de-

velopment of methods for using ICT in the process of

forming research competencies in students of special-

ized classes, which gives rise to a socially signiﬁcant

problem, which is the focus of this research.

2 RESEARCH METHODOLOGY

Research object is information and communication

technologies for teaching chemistry in general sec-

ondary education.

Research subject is the process of using informa-

tion and communication technologies as a means of

forming research competencies of high school stu-

dents in specialized chemistry education.

Research aim is to substantiate the theoretical and

methodological foundations of the use of information

and communication technologies as a means of form-

ing research competencies of senior pupils in special-

ized chemistry teaching.

The research hypothesis: the process of using ICT

as a means of forming research competencies of se-

nior pupils in specialized teaching of chemistry will

be effective if

• the system of research competencies is designed

as interrelated groups of general scientiﬁc, natural

scientiﬁc and chemical research competencies;

• the selection of general and special purpose ICT

tools aimed at forming research competencies of

senior pupils in specialized teaching of chemistry;

• the model of forming research competencies of

senior pupils is substantiated.

In accordance with the research aim, subject, and

hypothesis, the following main research objectives

have been identiﬁed:

1. Based on the analysis of scientiﬁc literature, to

identify and reveal the theoretical and method-

ological foundations of the process of forming

students’ research competencies in specialized

chemistry education.

2. To determine the content, structure and features

of the system of research competencies of high

school students in accordance with the tasks of

specialized teaching of chemistry.

3. To identify and characterize information and com-

munication technologies as a means of forming

research competencies of students in specialized

classes in chemistry.

4. To theoretically substantiate the model of forming

research competencies of senior pupils in special-

ized chemistry teaching by means of information

and communication technologies.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

836

5. To develop and experimentally test the effective-

ness of the methodology of using information and

communication technologies as a means of form-

ing research competencies of senior pupils in spe-

cialized chemistry teaching.

To solve the tasks, the following research methods

were used:

• theoretical – analysis, generalization, system-

atization of scientiﬁc, methodological and

psychological-pedagogical literature on topi-

cal research issues, current state standards of

general secondary education, school curricula

and textbooks to determine the theoretical and

methodological foundations of the research,

development of methods of using information

and communication technologies as a means of

forming research competencies of high school

students; modeling to develop a model for the

formation of research competencies of high

school students in specialized chemistry teaching

by means of information and communication

technologies;

• empirical – diagnostic (targeted pedagogical ob-

servation, interviews with teachers and students,

questionnaires, analysis of teachers’ work expe-

rience) to determine the state of formation of re-

search competencies of high school students;

• experimental (stating and formative stages of the

pedagogical experiment) – to test the developed

methodology for the formation of research com-

petencies of high school students.

The theoretical and methodological foundations

of the study are the philosophical positions on the

unity of theory and practice, interdependence and

interconnection of objective and subjective factors

of personality formation; fundamental ideas of sys-

temic (Afanas’ev, 1981; Aver’janov, 1985; Blauberg

and Judin, 1973; González, 2011), personal and ac-

tivity (Brushlinskij, 1979; Gal’perin, 2012; Davy-

dov, 2008; Rubinstein and Myasoed, 2009; Talyz-

ina, 1974), competence (Bibik et al., 2019; Il’chenko,

2015; Lokshyna, 2022; Ovcharuk, 2020; Tarasenkova

et al., 2019; Khutorskaya and Korol, 2008), cogni-

tive (Bruner, 1984; Piaget, 1980; Vygotsky, 2004) ap-

proaches; provisions of the theory of pedagogical sys-

tems (Bespalko, 2018; Härkönen, 2009; Derkach and

Kuz’mina, 1993), theoretical foundations of modeling

of training and education systems (Bykov, 2008; Ci-

fuentes and Olarte, 2023; Dokuchaieva, 2022); scien-

tiﬁc provisions of education informatization (Bykov

et al., 2017; Gergei and Mashbits, 1986; Glushkov,

1976; Gurevych et al., 2020; Hrynevych et al., 2021;

Kademiya and Kobysia, 2017; Kuzmina et al., 2022;

Meniailenko et al., 2017; Panchenko, 2021; Polat,

2009; Robert et al., 2016; Semerikov, 2021; Vlasenko

et al., 2020; Vakaliuk et al., 2022; Volkova et al.,

2021; Zhaldak, 2012), in particular the use of ICT

in the educational process of general secondary

education (Monakhov, 1986; Morze et al., 2022a;

Zhaldak, 2013); theoretical foundations of research-

based teaching and learning (Rakov et al., 2009;

Mongkonthan, 2021; Park et al., 2023); provisions

of the theory and methodology of teaching chem-

istry at school (Garnett and Tobin, 1989; van Rens

et al., 2010; Roehrig and Luft, 2004; Yaroshenko,

2021); conceptual provisions of specialized educa-

tion (Chebykin and Maksymenko, 2008; Tarasenkova

et al., 2020; Volkovyskii et al., 1987), in particular

chemistry (Halkyard, 1944; Pak, 2012; Velychko and

Fitsailo, 2010); psychological and pedagogical fea-

tures of computerization of the educational process in

general secondary education institutions (Lehka and

Shokaliuk, 2021; Monakhov et al., 1986; Smulson,

2012).

3 THEORETICAL

FOUNDATIONS OF THE

FORMATION OF RESEARCH

COMPETENCIES OF HIGH

SCHOOL STUDENTS IN

SPECIALIZED TEACHING OF

CHEMISTRY

Modern trends in the development of the education

system, due to the intensiﬁcation of the development

of all spheres of science and the establishment of new

social requirements for the individual, are aimed at

forming the skills of independent and continuous self-

education in students. Based on the views of Bibik

et al. (Bibik et al., 2019), Chebykin and Maksymenko

(Chebykin and Maksymenko, 2008), Velychko and

Fitsailo (Velychko and Fitsailo, 2010) on the content,

purpose and ways of implementing specialized edu-

cation, we note that specialized education in chem-

istry provides students with opportunities to deepen

their theoretical knowledge and improve their prac-

tical skills in chemistry; to conduct individual and

group research aimed at acquiring skills of indepen-

dent scientiﬁc and practical, research and search ac-

tivities by high school students; to develop their own

intellectual, mental, creative, moral, social qualities,

as well as the desire for self-development and self-

education.

One of the main features of the school chemistry

Developing Research Competencies in High School Students Through Specialized Chemistry Education: A Computer-Based Approach

837

course is the priority of the principle of unity of theory

and practice (Pedersen, 1983; Podlasyi, 1982; Wig-

gins, 2011), the research approach to teaching (Lim,

2022; Morze et al., 2022b; Peltekova et al., 2014;

Rakov et al., 2009) and the principle of differentiation

(Gruber, 2008; Unt, 1981; Yaroshenko, 2021), which

is reﬂected in the organization of various types of ed-

ucational and research activities of students, which is

understood as an activity aimed at mastering subjec-

tively new knowledge and leading scientiﬁc methods

of its acquisition, carried out in accordance with the

methodology of scientiﬁc research in the chosen ﬁeld,

and in the widespread use of the research approach in

teaching chemistry, in particular in the context of spe-

cialized education.

Based on the general theoretical provisions of

the competence-based approach in school education

(Bibik et al., 2019; Lokshyna, 2022; Lupión-Cobos

et al., 2022; Ovcharuk, 2020) O. Savchenko, scientiﬁc

views of Baizulaeva (Baizulaeva, 2010) and Golovan’

(Golovan’, 2012) on the structure and content of re-

search competencies, research competencies are in-

terpreted as qualitative new personality formations,

the formation and development of which occurs in the

process of students’ educational and research activi-

ties with a gradual complication of its types.

Taking into account the fundamental ideas of

the personality-activity approach (Davydov, 2008;

Gal’perin, 2012; Talyzina, 1974), scientiﬁc princi-

ples of specialized education (Chebykin and Maksy-

menko, 2008; Tarasenkova et al., 2020; Volkovyskii

et al., 1987) and features of the implementation of

specialized teaching of chemistry (Pak, 2012; Vely-

chko and Fitsailo, 2010; Yaroshenko, 2021), the key

concept of the study – research competencies of high

school students in specialized chemistry teaching – is

deﬁned as a systemic professionally oriented property

of the student’s personality, which combines knowl-

edge, skills, experience of educational and research

activities in chemistry and a positive value attitude

towards it and is manifested in the willingness and

ability to conduct educational chemical research us-

ing general scientiﬁc, natural scientiﬁc and special

chemical methods.

The main driving force in the formation and devel-

opment of students’ research competencies in chem-

istry is educational and research activities, the stages

of organization of which generally correspond to the

stages of organization of research activities, and spe-

cialized chemistry education is the optimal form of

education for the formation and development of stu-

dents’ research competencies. It has been proved

that the priority lesson forms of organizing educa-

tional and research activities in specialized teaching

of chemistry, the use of which contributes to the for-

mation of students’ research competencies at a high

level, are the solution of educational and research

tasks and laboratory work, and the leading extracur-

ricular forms are chemical workshops, educational

and research projects, individual educational and sci-

entiﬁc research, practical and home chemical experi-

ments, the implementation of which is advisable dur-

ing elective classes and in extracurricular scientiﬁc

and educational activities.

Based on the research of Khutorskoi (Khutorskoi,

2012) on the structuring of competencies, Pometun

and Remekh (Pometun and Remekh, 2019) on the

connection of general subject and subject competen-

cies, Il’chenko (Il’chenko, 2015) on the ways of form-

ing natural scientiﬁc competencies of schoolchildren,

Timirgalieva (Timirgalieva, 2013) on the essence and

features of the development of chemical competen-

cies of high school students, a system of research

competencies of high school students in specialized

chemistry education, consisting of three groups, is de-

signed:

• general scientiﬁc research competencies (GRC),

which are related to the mastery of universal re-

search methods necessary for research activities in

the process of studying any discipline, and include

the following abilities: the ability to formulate

the research hypothesis (GRC-01), the ability to

plan the hypothesis testing (GRC-02), the ability

to realize and justify the relevance of the research

(GRC-03), the ability to evaluate the moral and

social aspects of scientiﬁc research (GRC-04), the

ability to ﬁnd and use the reference materials that

are necessary for the research (GRC-05), the abil-

ity to think critically (GRC-06), the ability to an-

alyze and formalize the research results (GRC-

07), the ability to formulate conclusions (GRC-

08), the ability to substantiate the submission of

research results, to protect the own opinion, to dis-

cuss (GRC-09), the ability to work together in the

research process (GRC-10);

• scientiﬁc research competencies (SRC) related to

the study of real natural objects and the relation-

ships between them, which are necessary for re-

search activities in the ﬁeld of natural sciences and

are represented by: the formation of representa-

tions about the stages of the cognitive activity in

natural sciences, the elements of metrology (SRC-

01), the ability to plan an experiment (SRC-02),

the ability to carry out the individual operations

competently during the experiment (SRC-03), the

ability to conduct experiments in order to know

the properties of bodies and substances, to iden-

tify the features of the growth, the development

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

838

Figure 1: Interrelation of ICT tools with the formation of a system of research competencies of high school students in

specialized chemistry education.

and the behavior of organisms (SRC-04), the abil-

ity to adhere to the safety rules during the exper-

iment (SRC-05), the ability to perform the math-

ematical analysis of the experimental research re-

sults (SRC-06), the formation of representations

of the general laws of nature and the natural sci-

ences picture of the world, the general structure

of the universe, the integrity of nature (SRC-07),

the ability to use the experimental and statistical

methods and the modeling in the study of objects

of live and inanimate nature (SRC-08), the abil-

ity to distribute work in the process of experiment

that the purpose of optimization (SRC-09);

• chemical research competencies (CRC), which

are related to the mastery of special chemical re-

search methods necessary for research activities

in the ﬁelds of chemical sciences, include the abil-

ity to: the ability to distinguish the chemical phe-

nomena of nature from the others (CRC-01), the

ability to use the chemical dishes and equipment

correctly (CRC-02), the ability to adapt the ex-

isting chemical dishes and equipment for the ex-

periment needs (CRC-03), the ability to compose

and use the devices for carrying out the experi-

ments (CRC-04), the ability to perform the labo-

ratory operations correctly: heating, cooling, ﬁl-

tering, mixing, weighing, etc. (CRC-05), the abil-

ity to use the chemical symbols, the formulas, the

modern Ukrainian chemical nomenclature (CRC-

06), the ability to predict the course of chemi-

cal reactions, based on the properties of the sub-

stances that are taking part in them, and the con-

ditions of the reaction (CRC-07), the ability to

justify the relationship between the structure of

matter and its properties (CRC-08), the ability to

perform the various types of chemical calcula-

tions (CRC-09), the ability to draw conclusions

about the properties of matter, based on the struc-

ture of the molecule substances (CRC-10), the

ability to draw conclusions about the structure of

substances based on their properties (CRC-11),

the ability to solve the experimental problems in

chemistry (CRC-12).

The different groups of the system of research

competencies of high school students in specialized

chemistry education are shown in ﬁgure 1.

Developing Research Competencies in High School Students Through Specialized Chemistry Education: A Computer-Based Approach

839

4 METHODOLOGICAL

FOUNDATIONS OF USING

INFORMATION AND

COMMUNICATION

TECHNOLOGIES AS A MEANS

OF FORMING RESEARCH

COMPETENCES OF SENIOR

PUPILS IN SPECIALIZED

TEACHING OF CHEMISTRY

Theoretical analysis of the conceptual provisions on

informatization of education (Fedorenko et al., 2019;

Li, 2021; Liu and Wang, 2021; Mynbayeva and Anar-

bek, 2016; Qi et al., 2009; Wang and Xing, 2011;

Wen, 2022; Yan and Yang, 2021), the use of ICT

in the educational process of general secondary ed-

ucation (Gil-Flores et al., 2017; Lai and Pratt, 2004;

Mooij and Smeets, 2001; Webb, 2002; Wikan and

Molster, 2011), taking into account the psycholog-

ical and pedagogical features of computerization of

the educational process of schoolchildren, the results

of the analysis of the theory and practice of special-

ized teaching of chemistry gave grounds to distin-

guish two main groups of ICT learning tools in ac-

cordance with the tasks of specialized teaching of

chemistry, in particular: general-purpose tools used

to support the teaching of any discipline, and special-

purpose tools that are speciﬁc means of supporting the

teaching of chemistry.

Based on the results of the expert survey (Nechy-

purenko et al., 2021), 17 ICT tools were selected,

the use of which contributes to the formation of re-

search competencies of high school students in spe-

cialized chemistry teaching: seven general-purpose

tools (spreadsheets; tools for monitoring and self-

monitoring of learning achievements; tools for creat-

ing multimedia presentations; general-purpose search

engines; learning support systems; text editors; cloud-

based tools for supporting collaborative learning and

research activities) and ten special-purpose tools

(adaptive automated learning systems in chemistry;

virtual chemical laboratories; electronic periodic sys-

tems; computer modeling of chemical processes; ed-

ucational games in chemistry; popular science and

career guidance chemical information resources on

the Internet; software and methodological complexes

for educational purposes in chemistry; simulators

and electronic workshops; chemical search engines;

chemical editors).

It has been proved that most research competen-

cies correspond to one or more leading ICT tools

to support their formation. It has also been found

that 16 selected ICT tools are leading in the pro-

cess of forming at least one research competence,

with general-purpose ICT tools being necessary for

the formation of primarily general scientiﬁc ones, and

special-purpose tools – for the formation of chem-

ical and natural scientiﬁc research competences of

high school students in specialized chemistry educa-

tion. Schematically, the types of these connections

are shown in ﬁgure 1.

ICT tools for the formation of senior students’ re-

search competencies in specialized chemistry educa-

tion have become one of the key elements of the de-

veloped model of the formation of senior students’ re-

search competencies in specialized chemistry educa-

tion by means of ICT, which consists of four blocks

(ﬁgure 2).

Thus,

• the goal unit contains components that deﬁne the

goal – the formation of research competencies of

high school students using ICT (rapid growth of

chemical knowledge and the need of society for

highly qualiﬁed specialists in chemistry, comput-

erization of all types of chemical activities, pre-

professional training in chemistry in high school

and research-oriented teaching of chemistry);

• the conceptual unit reﬂects modern approaches

to the implementation of a competence-based

approach in specialized chemistry teaching and

contains normative documents (international and

state standards), the content of chemistry teach-

ing, an expert survey as the main selection tool

and a designed system of research competencies

of high school students in specialized chemistry

teaching;

• the technological unit contains a set of ICT tools

for the formation of research competencies of

high school students in specialized chemistry

teaching, which is interconnected with the meth-

ods of specialized chemistry teaching and forms

of organization of students’ research activities in

chemistry and determines the ways to achieve the

goal;

• diagnostic and result unit includes the predicted

result of applying the model – increasing the level

of high school students’ research competencies

in specialized chemistry education and a set of

assessment criteria, indicators, levels and means

of diagnosing the formation of students’ research

competencies, designed to determine the effec-

tiveness of achieving the result.

The components of the model that ensure the in-

terconnection of all units are information and com-

munication technologies, methodological approaches

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

840

Rapid growth of

chemical knowledge

Society's need for highly qualified

specialists in chemistry

Systemic, personal-activity, competence, cognitive methodological approaches

Computerization of all

types of chemical activity

Research-oriented teaching

of chemistry

Pre-vocational training of

chemistry in high school

Aim: developing research competencies of high school students using ICT

Methods of

specialized teaching

of chemistry

Forms of organization of

educational and research

activities of students

Result: increased level of research competencies

Means of assessing

learning achievements

Means of monitoring

educational and research

activities

Means of diagnosing the formation of

students' research competencies

Assessment

criteria, indicators,

levels of research

competencies

Goal unit

National Strategy for

the Development of

Education in Ukraine

until 2021

State standard of

basic and complete

general secondary

education

Content of

specialized

chemistry

education

Expert

selection

Conceptual unit

The system of research

competencies of high school

students in specialized chemistry education

general scientific

scientific

chemical

ICT tools for the formation of research

competencies of high school students in

specialized chemistry education

Technological unit

Diagnostic and result

unit

Figure 2: The model of research competence formation of high school students in specialized chemistry teaching using ICT.

(systemic, personal-activity, competence, cognitive)

and principles (general didactic and speciﬁc didactic –

specialized education, chemistry education).

In accordance with the model of forming research

competencies of high school students in specialized

chemistry teaching using ICT, a methodology for us-

ing ICT as a means of forming research competen-

cies of high school students in specialized chem-

istry teaching has been developed, consisting of a

target block (formation of students’ research compe-

tencies), content block (teaching the basics of quan-

titative chemical analysis) and technological block

(ICT tools, methods and forms of their use in special-

ized chemistry teaching). Proceeding from the fact

that the formation of a system of research compe-

tencies of high school students is effective provided

that the appropriate selection of ICT tools and condi-

tions for their use for the formation of each of the re-

search competencies, the developed methodology was

tested in the process of teaching the optional course

Developing Research Competencies in High School Students Through Specialized Chemistry Education: A Computer-Based Approach

841

Figure 3: Levels of research competencies of high school students of high school students in the control (CG) and experimental

(EG) groups at the beginning and end of the pedagogical experiment.

“Fundamentals of Quantitative Chemical Analysis”,

as well as individual topics of the high school chem-

istry course at the specialized level.

5 EXPERIMENTAL WORK

The research and experimental work consisted of

three stages: analytical and stating (2007 – 2009), de-

sign and search (2010 – 2013) and formative and gen-

eralizing (2014 – 2017). At the ﬁrst stage, the prob-

lem was identiﬁed and the research hypothesis was

formulated.

At the second stage, the structure of research

competencies and indicators for diagnosing the level

of their formation were determined, which was car-

ried out through observations, conversations, ques-

tionnaires, studying the products of students’ activ-

ities, high school students’ performance of psycho-

logical tests, sets of test tasks and written tests in the

subject. This made it possible to determine the lev-

els of research competencies on a four-level ordinal

scale (initial, intermediate, sufﬁcient and high) using

research competency matrices that were ﬁlled out for

each student. The level of formation of the system of

research competencies of high school students in spe-

cialized chemistry education was determined based

on the level of formation of each individual research

competency and its contribution to the formation of

the system of research competencies.

At the third stage, in order to test the effective-

ness of the developed methodology of using ICT as

a means of forming research competencies of high

school students in specialized chemistry teaching,

the curriculum of the optional course “Fundamentals

of Quantitative Chemical Analysis” was developed

(Nechypurenko and Soloviev, 2018); the selection of

ICT tools was carried out, the use of which ensured

the formation of research competencies of high school

students in the process of their study in the optional

course; control (CG) and experimental (EG) groups

were formed, in which the process of formation of re-

search competencies was monitored.

The results of the pedagogical experiment showed

no signiﬁcant difference in the distribution of CG and

EG students by levels of research competencies at the

beginning of the experiment and the presence of such

a difference after its completion against the back-

ground of a general increase in the number of students

with sufﬁcient and high levels of research competen-

cies in both groups (ﬁgure 3).

The statistical processing of the pedagogical ex-

periment data was carried out using Pearson’s χ

test.

The results of the statistical processing conﬁrmed the

assumption that there were no signiﬁcant differences

between the distribution of CG and EG students at

the beginning of the experiment by the levels of for-

mation of research competence groups (χ

emp

= 0.943;

1.751 and 1.243 for general scientiﬁc, natural sci-

entiﬁc and chemical research competencies, respec-

tively) and the system of research competencies in

general (χ

emp

= 0.884) and showed the presence of

signiﬁcant differences at the level of p = 0.01 in the

distribution of CG and EG students by the levels of

formation of the system of research competencies in

general (χ

emp

= 11.470) and signiﬁcant at the level

of p = 0.05 differences in the distribution of CG and

EG students by the levels of formation of chemical

research competencies (χ

emp

= 8.649) after the peda-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

842

gogical experiment, which conﬁrmed the research hy-

pothesis.

6 CONCLUSION

The article presents a theoretical generalization and

solution to the scientiﬁc problem of using ICT as

a means of forming research competencies of high

school students in the process of specialized chem-

istry teaching. The research results give grounds to

draw the following conclusions:

1. Based on the results of the analysis of scientiﬁc

literature, regulatory and legislative documents,

it was found that in general secondary education

the priority task is to update the content, forms

and methods of organizing the educational pro-

cess; create conditions for strengthening the pro-

fessional orientation of students by providing spe-

cialized training and individual educational trajec-

tory of students in accordance with their personal

needs, interests and abilities; improving the qual-

ity of the educational process through the intro-

duction of ICT as an effective means of forming

research competencies.

The theoretical and methodological foundations

of the process of forming students’ research com-

petencies in specialized chemistry education are

revealed, which include a deﬁnitional analysis of

the key concepts of the research, a theoretical sub-

stantiation of the model of forming research com-

petencies of high school students in the process of

specialized chemistry education, a designed sys-

tem of research competencies of high school stu-

dents in accordance with the tasks of specialized

chemistry education, a description of ICT as a

means of forming research competencies of stu-

dents in specialized classes in chemistry.

2. Based on the fundamental ideas of competence,

personality and activity approaches, scientiﬁc

principles of specialized education and taking into

account the peculiarities of its implementation in

the process of teaching chemistry, the key con-

cept of the study – research competencies of high

school students in specialized teaching of chem-

istry – is deﬁned as a systemic professionally ori-

ented property of the student’s personality, which

combines knowledge, skills, experience of educa-

tional and research activities in chemistry and a

positive value attitude towards it and is manifested

in the readiness and ability to conduct educational

chemical research using general scientiﬁc, natural

science and special chemical methods.

It has been proved that the main driving force for

the formation and development of students’ re-

search competencies in chemistry is educational

and research activity, which is considered as

an activity aimed at mastering subjectively new

knowledge and leading scientiﬁc methods of its

acquisition, carried out in accordance with the

methodology of scientiﬁc research in the chosen

ﬁeld, and the stages of its organization correspond

to the stages of organization of research activ-

ity. On the basis of a methodologically sound

combination of traditional and innovative tech-

nologies, it is established that the priority forms

of its organization are the solution of educational

and research tasks and laboratory work, and the

leading extracurricular forms are chemical work-

shops, educational and research projects, individ-

ual educational and scientiﬁc research, practical

and home chemical experiments, the implementa-

tion of which is advisable during optional classes

and in extracurricular scientiﬁc clubs.

3. Taking into account theoretical provisions on the

structuring of competencies, the relationship be-

tween general subject and subject competencies,

ways of forming natural scientiﬁc competencies

of schoolchildren, the essence and features of the

development of chemical competencies of senior

pupils, a system of research competencies of se-

nior pupils in specialized teaching of chemistry is

designed, consisting of three groups: general sci-

entiﬁc research competencies related to the mas-

tery of universal research methods; natural sci-

entiﬁc competencies that provide for the devel-

opment of scientiﬁc research. The article in-

vestigates the links between different groups of

the research competencies system and establishes

that the formation of some research competen-

cies indirectly determines the development of oth-

ers, which requires the selection of means for

the formation of research competencies of high

school students in specialized education, taking

into account the interrelated development of all

three groups of competencies with an emphasis

on those that have the most connections with other

competencies and can be considered key research

competencies.

4. The research identiﬁes 17 ICT tools that con-

tribute to the formation of research competencies

of high school students in specialized chemistry

education, including seven general tools (spread-

sheets; tools for monitoring and self-monitoring

of learning achievements; tools for creating mul-

timedia presentations; general-purpose search en-

gines; learning support systems; text editors;

Developing Research Competencies in High School Students Through Specialized Chemistry Education: A Computer-Based Approach

843

cloud-based tools for supporting collaborative

learning and research activities) and ten special-

purpose tools (adaptive automated learning and

teaching tools).

It has been proved that the most signiﬁcant ICT

tool for the formation of research competencies

is virtual chemical laboratories, which are ap-

propriate for the formation of the largest num-

ber of research competencies of high school stu-

dents in the process of specialized chemistry

education (Nechypurenko and Semerikov, 2017;

Nechypurenko et al., 2019, 2020).

5. The developed model for the formation of re-

search competencies of senior pupils in special-

ized teaching of chemistry using ICT consists of

the following interrelated units: goal, the com-

ponents of which determine the purpose of form-

ing research competencies of senior pupils using

ICT; conceptual, reﬂecting modern approaches to

the implementation of a competence-based ap-

proach to specialized teaching of chemistry; tech-

nological, which contains a set of ICT tools for

the formation of research competencies of high

school students in specialized chemistry teaching,

interconnected with the methods of specialized

chemistry teaching and forms of organizing stu-

dents’ research activities in chemistry; diagnostic

and result, representing the predicted result of the

model.

The components of the model that ensure the in-

terconnection of all blocks are information and

communication technologies, methodological ap-

proaches (systemic, personal and activity, compe-

tence, cognitive) and principles (general didactic

and speciﬁc didactic – of specialized education

and chemistry education).

6. The methodology of using ICT as a means of

forming research competencies of high school

students in specialized chemistry teaching con-

sists of a target block (formation of students’ re-

search competencies), a content block (teaching

the basics of quantitative chemical analysis as a

universal course for different chemical proﬁles)

and a technological block (ICT tools, methods and

forms of their use in specialized chemistry teach-

ing).

The experimental veriﬁcation of the developed

methodology in the form of a sequential pedagog-

ical experiment and the results of statistical pro-

cessing of the data conﬁrmed the assumption that

there were no signiﬁcant differences in the distri-

bution of students of the control and experimental

groups at the beginning of the experiment in terms

of the levels of formation of research competence

groups (χ

emp

= 0.943; 1.751 and 1.243 for general

scientiﬁc, natural scientiﬁc and chemical research

competencies, respectively) and the system of re-

search competencies in general (χ

emp

= 0.884)

and showed the presence of signiﬁcant differences

at the level of p = 0.01 differences in the levels

of formation of the system of research compe-

tencies in general (χ

emp

= 11.470) and signiﬁcant

at the level of p = 0.05 differences in the levels

of formation of chemical research competencies

(χ

emp

= 8.649) after the completion of the peda-

gogical experiment, which conﬁrmed the hypoth-

esis of the study.

The research results can be used in the process of

organizing research teaching of chemistry using ICT

in general secondary and higher education institu-

tions of various proﬁles; in the process of professional

training of future chemistry teachers; in the system

of postgraduate pedagogical education and advanced

training of science teachers; in the self-educational

activities of high school students.

7 FUTURE WORK

The study does not exhaust all aspects of the prob-

lem under consideration. Further scientiﬁc research

into its solution is advisable in the following areas:

development of methods for using expert systems

as a means of generalization and systematization in

teaching chemistry; development of adaptive systems

for teaching chemistry; design of a system of cloud-

based virtual chemical laboratories and development

of methods for their use; theoretical and methodolog-

ical foundations for designing a computer-oriented

environment for the professional training of future

chemistry teachers.

ACKNOWLEDGEMENTS

The research was carried out within the framework of

the complex topic “Modernization of the school edu-

cational experiment on the basis of Internet-oriented

pedagogical technologies” (No. 0112U000280) in ac-

cordance with the research plan of the joint research

laboratory of the SHEI “Kryvyi Rih National Univer-

sity” and the Institute of Digitalisation of Education

of the National Academy of Educational Sciences of

Ukraine (Kyiv) on the use of cloud technologies in

education.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

844

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