Development of Logical Picture Thinking in Teaching Chemistry in

an Innovative Educational Environment

Ravshan Sh. Berdikulov

, Aybek Y. Iskanderov

, Iskandar E. Shernazarov

Saidjon A. Ismailov

and Zakhida Sh. Usmanova

Tashkent State Pedagogical University, Tashkent, Uzbekistan

Namangan State University, Namangan, Uzbekistan

Keywords: Logic, Imagery, Logic-Imaginative Thinking, Methods of Teaching Chemistry, Creativity.

Abstract: This article highlights the issue of the development of logical and imaginative thinking of future chemistry

teachers when teaching chemistry. The ideas about the effective use of the rules of logical imaginative

thinking, repetition, elaboration, and consolidation of the material learned in the learning process are

presented.

1 INTRODUCTION

In Uzbekistan, a modern educational process aimed at

improving the quality of teaching chemistry,

developing the student's mental potential, creative

abilities and knowledge level, as well as effective

research is being carried out. Currently, there are

many opportunities in the field of education. In the

world's leading scientific centres and higher

education institutions, recommendations on the use of

scientific developments in the educational process of

the theoretical, methodological and methodological

foundations of chemistry have been developed by

specialists in the field based on the dependence of

logical and figurative thinking. The methodology of

teaching chemistry is closely related to the science of

pedagogy. (Berdikulov, R. S.,2020).

2 THEORETICAL FRAMEWORK

Special terms are used to briefly express objects,

events, concepts, and processes in the fields of

knowledge, various production, movement activities,

and teaching processes. (Abdiyev, M.,2022). The

https://orcid.org/0009-0008-4917-7129

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https://orcid.org/0009-0002-6971-3538

term plays a very important role in the study of

chemistry. Chemical terms facilitate the interaction

between teachers and students during training

sessions, and help to simplify the definition of

concepts when publishing chemical literature. For

example, the term "AGGREGATE" is used in various

fields. For example, in the field of chemistry, using

the term aggregate, we define 4 states of matter: solid,

liquid, gas, and recently widely used state of plasma

aggregate. The wide and appropriate use of such

terms will help the students of chemistry to think

logically, intellectually, to communicate freely with

the general public, and to interpret sentences

scientifically. The terms are widely used, especially

in chemistry.

Literature analysis. Today, the humanistic

concept of education is introduced in modern schools

in our society. Its introduction allows young people

to use logical thinking and focus on developmental

problems in educational processes, where it relies on

the totality of teaching and development, and also

takes into account the organizational laws of the

process of learning chemistry. To determine the level

of study of the problem we are interested in, we turn

to psychological, pedagogical and methodical

literature. This article covers the following: the

Berdikulov, R., Iskanderov, A., Shernazarov, I., Ismailov, S. and Usmanova, Z.

Development of Logical Picture Thinking in Teaching Chemistry in an Innovative Educational Environment.

DOI: 10.5220/0012924800003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 815-818

ISBN: 978-989-758-723-8

815

importance of logical thinking in the mental

development of a person in the process of studying

chemistry and the possibilities of its use; the literal

meaning of the concept of figurative thinking and the

mechanisms of its formation; features of chemistry

perception among teenagers are discussed.

According to the definition approved by today's

modern cognitive psychology, thinking is a process

of conscious activity of a person, characterized by a

general and indirectly expressed image of action.

Thinking in its broadest form constitutes human

activity, which in turn creates its origins in human

practice and takes many different forms. Also, the

wealth of these forms is a product of the development

of the thinking process. (Shavkatovich, B. R.,2017)

Thinking in relation to practical activity is divided

into theoretical and practical types. Theoretical

thinking is conceptual and figurative, and practical

thinking is visual-figurative and visual-effective.

es of thinkin

Theoretical Practical

Conceptual Pictorial Visual-

ictorial

Visual-

effective

Theoretical conceptual thinking (verbal-logical,

abstract) is such thinking that a person who uses it

does not pay attention to the experimental study of

reality in the process of performing some task, does

not perform practical actions aimed at the real

formation of reality. He searches and discusses the

solution of the task in his brain from the beginning to

the end, using ready-made knowledge manifested in

concepts, discussions, and conclusions. (Berdiqulov,

R.,2022).

3 METHODOLOGY

The peculiarity of visual-effective thinking is that

such a thinking process manifests a modified practical

activity performed by a person with real objects.

Visual-image thinking is a process and a set of

methods of visual solution of a task, which means

imagining a situation with the eyes, and is designed

to imagine objects without performing real practical

actions. It allows for a more complete visualization of

all the various facts-based properties of the subject.

An important feature of this type of thinking is the

setting of objects and their properties in an unusual

unity. With this quality, visual-image thinking is

inseparable from imagination. While thinking

visually, a person is connected to reality, and

expressions (images) necessary for thinking appear in

short-term and operative memory.

This form of thinking is fully and widely described in

children of preschool and junior school age, and in

adults - among people busy with practical work. That

is why the first successes in youth are on the side of

figurative thinking, and the formation of a logical

understanding of the world requires high activity of

brain systems.

Theoretical image thinking differs from conceptual

thinking in that it is not concepts, but images and

expressions (images) that can be taken as material

used by a person to fulfil a task, for example, visual

images, that is why this type of thinking is also called

visual thinking. During the performance of the task,

these expressions (images) are separated from the

long-term memory, and in some new situation, a

person tries to see the solution of the task that interests

him directly. This thinking continues and completes

the process that started with visual-effective and

visual-image thinking.

Visual-effective, visual-imagery and visual thinking

together with themselves show a general system of

representational forms, which can be called

expressive (imagery) thinking. Accordingly, thinking

by the way of describing reality can be divided into

conceptual (logical) and figurative types.

All the above types of thinking compete with each

other in terms of their level of complexity and their

demands.

4 RESULTS AND DISCUSSION

Psychophysiologists discovered the functional

asymmetry of the brain in the 1950s. This hypothesis

was generally proposed by V. Rotenberg in the 90s of

the 20th century, according to which: the left

hemisphere of the brain receives information that

directs to an unambiguous context - verbal behaviour,

logical (mathematical, more precisely, unambiguous)

thinking answers. The right hemisphere is responsible

for intuition, imaginative thinking and controlled

activity, and it also integrates all the numerous and

even contradictory connections between

environmental objects.

Historically, logical thinking, which is a type of

thinking of the left hemisphere, is more developed

and dominant in human society. The young child

thrives under the increasingly active pressure of our

left-hemisphere development. Today, there is a delay

in the study of some figurative phenomena: for

example, imagination, images, figurative thinking,

etc. All schools are trying to form a clear context in

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

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the student earlier, to develop the logical thinking of

the left hemisphere. In understanding and

memorizing the event, the student is required to

logically understand what was read or said by the

teacher and to be able to speak the memorized

knowledge easily. Modern pedagogical practice,

relying on verbal and logical thinking, occasionally

refers only to visual-effective and visual-image types

of thinking.

According to G.M.Chernobelsky, in recent years, the

science of chemistry has to be shortened only and

only. However, even then, teachers are not lowering

the theoretical levels, because in their opinion, there

is no basis for any science without theory, and the

facts are presented in this regard. Experiences,

practical training and information about scientists,

etc. there is not enough time, more precisely,

figurative thinking is leaving the practice of teaching.

It is not for nothing that chemistry has become a kind

of dry nonsense, and even students have lost interest

in it.

By achieving dominance of the left-hemisphere

thinking style, we ultimately limit the development of

the individual, because not only emotional

perception, spatial orientation, artistic thinking, but

also creativity are related to the right-hemisphere

thinking style. An inflexible, limited mindset cannot

accurately reflect the ever-changing external world.

In education, the image levels of reality, intuition,

hearing, and imagination are not taken into account in

practical terms, and they, in turn, are considered as

thinking of the past. In the 40s of the 20th century, J.

Piaget formulated the law of hearing and assimilation

of information, which consists of the following

stages:

- Emotional stage (the stage of receiving information

from the senses). At this stage, the more information

a person receives about the object, the more

imagination will appear.

- Marked (image) stage. At this stage, as in the first

stage, expression is formed on the basis of

information received from sensory organs.

- Logical stage. Understanding and understanding of

the logical meaning of the information received in the

image form of the second stage takes place.

- Linguistic stage. A person has the ability to express

information with logical meaning in words.

These stages can be called the stages of the holistic

thinking process. As a rule, logic is used after or at

the same time as figurative presentation, but not

separately. Violation of the order of information

perception and processing stages causes inefficiency,

inappropriate thinking, and misunderstanding among

students. It is no wonder that many students clearly

fall behind in their studies because the third, logical

step of the thinking process is suddenly presented to

them.

Methodical part. Here we consider the traditional

method of creating formulas of substances by

valency. When explaining the concept of "valency",

almost all teachers immediately talk about the ability

of atoms of an element to attach a certain number of

other atoms to itself. They create the definition of

"valency", several structural formulas, inform about

the rule of creating valence formulas and mastering

new material, offer students to complete a series of

tasks to develop the skill of creating formulas of

substances. Students actually only work with letter

symbols. This approach, based on the application of

logical thinking, is carried out at the limit of the rise

from the particular to the general, allowing the use of

a standard algorithm - the method of constructing a

substance formula by valence. The disadvantage of

this method is that it cannot be used for children

controlled by the right hemisphere.

Observations show that in this case, many

students find it difficult to remember the rules for

forming the formulas of substances in a short time,

and then have to memorize it again and again. As a

result, it takes a long time for this rule to remain in

memory.

The teacher is connected with the learning process

of students who think differently, and the traditional

method does not allow to "see" the desired chemical

phenomenon at the macro- and micro-levels from

different angles, but instead directs to rely on

symbols. The right-hemisphere method moves from

the general to the specific in logic, relying not only on

logical, but also on expressive forms of thinking. At

first, it is necessary to draw pictures of combinations

of atoms or work with atomic models, to illuminate

various hypotheses (creating perceptual expression).

Models and pictures of atoms of different chemical

elements should be completely different in size,

colour, and symbols.

Then it is possible to consider the methods of

thinking about the studied science (creating a visual

expression of the phenomenon), simplifying chemical

terms, telling (creating a verbal expression), and only

then working with symbols (symbolic expression), as

well as creating formulas. This method is not

algorithmic, but based on common sense.

5 CONCLUSION

As a conclusion, logically thinking children can use

the recommended standard algorithm, and with this

Development of Logical Picture Thinking in Teaching Chemistry in an Innovative Educational Environment

817

approach, right-hemisphere children can also create

their own way of creating formulas by comparing

them with the memory expression.

The main structural unit of figurative thinking is

an expression - an image, which describes the spatial

properties of the perceived object and records the

results of the thinking process. Thinking in images

shows a complex mental process of re-forming,

processing and imaginatively reorganizing sensory

information. In the process of thinking, the image

performs a specific task not by itself, but in a complex

composition. Such tasks include - planning,

forecasting, correcting; these, in turn, ensure not only

the reception of the given information, but also the

new one - which was not created before or did not

exist at all.

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