Enhancing Information-Methodical Competence: A Digital Approach

for Chemistry Educators

Khudayar M. Rajabov

Urganch State University, Urganch, Uzbekistan

Keywords: Digital Technologies, Information And Methodological Competence, Organizational And Didactic Model,

Principles, DTS Requirements, Competence.

Abstract: The article involves the methodological content of improving information and methodological competence in

a digital educational environment and, on its basis, develops an organizational and didactic model for the

development of information and methodological competence of a future chemistry teacher. The functions and

principles of the process management system for increasing the information and methodological competence

of future chemistry teachers are described.

1 INTRODUCTION

Digital technologies (DT) are rapidly developing and

becoming more pervasive and innovative, giving way

to digital materials and services. Educators have the

opportunity to create, control and use their

information spaces on the basis of mutual cooperation.

Their opportunities to control themselves and each

other, to increase their interest in learning, and to

understand educational activities (for the student) are

expanded. The traditional form and possibilities of

organizing the educational process are narrowing.

Directing the educational process individually,

focusing on results, is one of the conditions for the

effective use of pedagogical possibilities of DT and

methodical decisions based on their use.

2 RESEARCH METHODOLOGY

Transformational processes in the field of education

are developing all over the world. They are also very

necessary and important for our local education. The

digital economy requires every student (not only the

best students) to acquire 21-century competencies

(critical thinking, independent learning skills, the

ability to fully use digital resources, resources and

services in their daily activities), to creatively use

existing knowledge in a rapidly developing digital

environment. requires. The digital transformation of

https://orcid.org/0000-0002-3933-5946

education should solve this problem. From this point

of view, the organization of continuous professional-

methodical development of chemistry teachers in the

modern digital educational environment in

accordance with the requirements of the new modern

National curriculum requires unique approaches. On

M. Isabaeva’s view that “Increasing the quality and

effectiveness of education will be achieved by

modernizing the information and methodical

competence of future teachers based on the

requirements of modern science and technology

development and developing their methodical

competence known to advanced foreign

experiences”. The content of the research includes the

State policy of the Republic of Uzbekistan in the field

of education, responsibility and flexibility,

information and communication technologies and

media literacy, development of communicative skills,

issues of introducing inclusive education, self-

development, continuous professional development,

relevant new knowledge and skills, the thoughts

aimed at the formation of qualifications and

competences have paid off.

The content of the educational modules used in

the research work was formed on the basis of the

content, quality and general qualification

requirements for improving the informational and

methodological competence of future chemistry

teachers of general secondary schools and their

training, and the effective use of modern knowledge

and innovations in their professional activities,

1584

Rajabov, K.

Enhancing Information-Methodical Competence: A Digital Approach for Chemistry Educators.

DOI: 10.5220/0012987000003882

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 1584-1589

ISBN: 978-989-758-723-8

advanced foreign experiences of chemistry teachers.

and it envisages the development of information and

methodical competence due to increasing the level of

wide application of information and communication

technologies to the educational process.

3 RESULTS AND DISCUSSIONS

The transition to a competent approach in chemistry

education and training places special demands on the

professional and methodical training of the chemistry

teacher. Modernization of information and methodical

competence of chemistry teachers based on the

requirements of modern science and technology

development and development of methodical

competence known to advanced foreign experiences is

required. The National program, created on the basis

of international foreign experiences, is based on a

competent approach and sets the following tasks for

the future chemistry teacher:

Expanding and systematizing chemical

knowledge of chemistry teachers in accordance with

the requirements of State Education Standards,

continuously familiarizing with modern methods of

teaching chemistry;

Overcoming obstacles in pedagogical activities

related to the implementation of the national program,

helping to eliminate shortcomings;

Getting acquainted with international experiences

and experiences of advanced chemistry teachers in

mastering modern methods of teaching chemistry;

Mastering modern digital technologies, methods,

forms and tools related to the implementation of

teaching in a digital educational environment;

In order to prevent difficulties in solving

problems and exercises in chemistry, creating a

methodical system, constantly getting acquainted

with the system of tasks given in the newsletters of

the state test center, etc.

The personal qualities of a chemistry teacher play

an important role in the development of informational

and methodical competence. The personal qualities of

a chemistry teacher play an important role in the

development of informational and methodical

competence.

In particular, to develop organizational skills in

cooperation with students and the community, to

constantly analyze one's intellectual and professional

activities, to be aware of the modern achievements of

science in the field of chemistry, to constantly study

modern digital technologies, methods, forms and

objects of teaching and to apply them in professional

activities, professional-psychological in order to get

motivation, it is necessary to participate in

psychological trainings, to acquire the competencies

of organizing a competently oriented educational

process.

As a result of our research, the following

organizational-didactic model of the development of

information-methodical competence of chemistry

teachers in the digital educational environment was

formed (Table 1).

In the modern educational environment, the

future chemistry teacher acts as a subject of

innovative activity, the creator of a unique social

space, and ultimately determines the ways to achieve

the quality of innovative development, its main vector

and result.

Table 1: Organizational-didactic model of development of

information-methodical competence of a chemistry teacher

in a digital educational environment.

I. Dia

nostic anal

sis bloc

Determining the necessary

conditions for the

development of

information and methodical

competence of a chemistry

teacher in a digital

educational environment

Clarification of modern

methods that serve to

develop the informational

and methodical competence

of the chemistry teacher in

the digital educational

environment

II. Block of values

Reflection Incentive Goal setting

III. Organizational block

Information-

methodical

module

Methods

and tools

Organizational-methodical

Practical

(use in

ractice

)

IV. Prediction block

Teaching methods form the basis of chemistry

teaching and educational process in scientific-

methodical literature. Teaching methods in the

development of information-methodical competence

of chemistry teachers in the digital educational

environment direct the methods of student activity

and teacher's activity to achieve the intended goal of

learning. Any method used to teach new techniques:

- to the teacher’s professional activity;

- to develop students’ professional activities

related to knowledge-learning and professional

development;

- it is necessary to ensure the process of managing

the cooperative activities of teachers and students.

Enhancing Information-Methodical Competence: A Digital Approach for Chemistry Educators

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It should be noted that the system of methods

developed and used in practice in national centers for

training chemistry teachers in new methods is used in

harmony with general methods of teaching chemistry

and modern methods of educational technologies.

They are based on didactic and interactive methods.

The passive, active and interactive methods used here

can be widely promoted.

The methodical system of developing the

information-methodical competence of the future

chemistry teacher is formed after the formation of the

contingent of students who need such knowledge.

Therefore, the activity of students is a mandatory

component of the methodical system of developing

the informational and methodical competence of the

chemistry teacher.

Taking into account that the system of developing

the information and methodical competence of a

future chemistry teacher cannot be realized without

students, a teacher who has comprehensive

information according to the goals of the lesson will

be able to use the methodological, psychological-

pedagogical and methodical aspects of teaching the

methodology of chemistry teaching, and will be able

to use the unique objects, methods and organizational

forms of teaching adults and constitutes its

pedagogical-methodical activity. Therefore, the

activity of the teacher (student) is a necessary

component of this system.

Undoubtedly, the ultimate goal of the system of

improving the information and methodical training of

the chemistry teacher is the formation of professional

competence for the implementation of pedagogical

activities in each student during the teaching process,

that is, it is necessary to achieve a certain result in

accordance with the intended purpose of the lessons.

Thus, the obligatory and final component of the

system is the result of the lesson, which is the

development of informational and methodical

competence of the future chemistry teacher.

In connection with the introduction of a new

component, that is, as a result of the formation of the

student's professional competence in the

implementation of pedagogical activities in the

teaching of chemistry, we need to clarify the concept

of “professional competence”. By “competence” we

mean the listener's ability and opportunity to carry out

professional-pedagogical activities based on his

existing "integrative knowledge, skills and

qualifications, a special working situation of a student

(subject of education) who has a specific professional

action pattern and the idea of regularly performing it”.

On the other hand, the competence to carry out

professional-pedagogical activity should not be

understood as the completed and improved level of

the formation of integrative knowledge, skills and

competencies operating in the system of information-

methodical competence development of the future

chemistry teacher. Competence has a developmental

character as an indicator of the result of teaching

chemistry, it is expressed in the solution of specific

pedagogical and creative issues at each stage of the

educational system. In the process of mastering the

specified integrative knowledge, skills and

competencies, at each stage of training, the

competence of the student to move to the next stage

is evaluated. Therefore, competence is not only the

final value of the system, but also the universal

quality of the student's condition at each stage of the

professional-pedagogical system of the educational

process. At the same time, competence as a condition

is determined by the possibility and ability of the

future chemistry teacher to optimally perform the

intended pedagogical tasks.

It is worth noting that the components of the

educational process of the future chemistry teacher as

a system are as follows: goal (content), methodical

means of communication, activity of the student

(pupils), activity of the teacher, result. The

interdependence of these components is necessary to

evaluate the educational process of a chemistry

teacher. If one of the above-mentioned components is

excluded from the system of information-methodical

competence development of a chemistry teacher, it

will lead to a violation of the management system.

For example, the shortcoming of most theoretical

models of pedagogy (didactics) and methodology is

that they cannot achieve the expected result.

Based on the above, it should be noted that the

course of lessons includes components such as goal

orientation, intensity of independent activity.

Thus, it is possible to emphasize the functions

related to the management of the learning process,

which allows the implementation of student abilities.

We divide all the functions of the lesson process

management system of future chemistry teachers into

educational and organizational types (Table 2).

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Table 2: Functions of the management system of the

process of improving the information-methodical

competence of future chemistry teachers.

Functions of the management system of the process of

improving the information-methodical competence of

future chemistr

teachers

Educational functions Organizational functions

• To provide conditions for

improving informational and

methodical skills in separate

subjects of chemistry

programs in school and

her education;

to introduce working

plans and programs to

future chemistry teachers

in order to form

information-methodical

com

etencies in classes;

• providing students with the

necessary conditions to

improve their skills in various

fields of chemistry teaching

methodology within the

current programs of science;

achieving the optimal

goal of education in

interaction with the

subjects of the lesson

process;

• creating an optimal learning

environment based on active

and interactive forms of

teachin

;

achieving mutually

effective cooperation of

subjects of the learning

rocess;

• providing conditions for the

student to communicate with

the teacher and fellow

students.

achieving effective

control and evaluation of

student activities during

the teachin

rocess;

make adjustments to the

training plan as needed.

In order to create a fully functional process of the

educational system, it is necessary to develop

scientific-methodical and organizational-

technological principles and to ensure mutual balance

between them (Tab. 3).

Table 3: Principles of effective organization of the process

of teaching chemistry.

Scientific and

methodolo

ical

rinci

les:

Organizational and

technolo

ical

rinci

les:

- selection of didactic

principles of chemistry

teaching methodology;

- principles of determining

forms, types and forms of

mutual cooperation between

students and teachers;

- the principles of creating

the process of teaching

lessons and providing it

with didactic materials

- principles of choosing a

suitable program of digital

technologies and sciences.

It should be noted that the organizational-

technological and scientific-methodical principles of

teaching processes in the higher education system are

closely related.

Thus, the choice of teaching methods in most

cases depends on their form, and the chosen digital

technology should be determined based on their

classification. We can consider different types of

interaction between teachers and students (Table 4).

Table 4: Ways to ensure interaction between teachers and

students in a digital learning environment.

Teacher Mutual cooperation

(

entit

-entit

relations

A student

formation of

personality-

oriented skills in

students

on the basis of

cooperation in small

groups, in the form of

dialogue between

sub

ects

orients their

activities to

learning

outcomes

teaching content

is not ready-

made, that is, it is

presented in a

digital

environment in

the form of a

collection of

knowledge or

information

In the process of

students’ work

individually, in pairs or

in small groups, a

comfortable digital

learning environment is

formed, dialogue is

effectively used

conclusions

are made by

analyzing

and

discussing

them

active interaction

between the

teacher and the

student group

interactive interaction mutual

reflexive

cooperation

between

students

Teaching of chemistry is more focused on

acquiring practical skills rather than acquiring

theoretical knowledge.

This form of mutual cooperation is characterized

by the formation of new programs prepared on the

basis of information technologies. The goals and

objectives of the lesson are reviewed, modified and

discussed with the participation of the teacher and

students. The goals and objectives of the lesson are

not aimed at acquiring theoretical knowledge, but at

forming personal skills in students. In the preparation

process, students direct their activities to learning

outcomes. The work of mutual cooperation is

manifested in the form of dialogue between subjects

based on cooperation in small groups.

The teaching process is formed in a comfortable

environment during the work of students

individually, in pairs or in small groups. In this case,

the teaching content is given in the form of a

collection of knowledge or information, and

conclusions are made by analyzing and discussing

them. In this form of interaction, the student and the

teacher actively participate in the teaching process. In

the teaching process, dialogue is used effectively, and

evaluation takes an important place, and the student

can get advice on the questions he is interested in, and

Enhancing Information-Methodical Competence: A Digital Approach for Chemistry Educators

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the teacher makes adjustments to the lesson plan

based on the results of the lesson process. This form

of interaction is implemented in the person-oriented

education system

In this form, it implies not only the active

interaction between the teacher and the group of

students, but also the interaction between students.

Since the above-mentioned interaction is very

effective in the teaching process, it is called an

interactive form of teaching in the teaching

methodology. This form of teaching can be reflected

in the process of using “game technologies”, “project

methodology”, “problematic teaching” and other

technologies.

Innovative pedagogical technologies can be

implemented maximally effectively if all the above-

mentioned forms of interaction between teachers and

students are harmoniously used in the course of the

lesson. The use of these methods and methods in a

specific situation in the teaching process, as well as

adherence to the balance between them, is one of the

first-level issues. The use of specific methods and

methods of teaching depends on the selected

pedagogical technologies and the level of training of

the teacher.

According to M.I. Makhmutov, “teaching

methods (tools, methods, information methods,

management and control of students' cognitive

activities), learning methods (tools, methods,

methods of mastering educational material,

productive and reproductive methods of learning and

self-control) and their interrelationship play great

role, “teaching methods” means the transformation of

teaching and learning goals at one or another stage of

teaching in the implementation of the goals of

teaching, upbringing and development of students

based on an orderly set of didactic methods and tools.

Modernization of pedagogical education has

created the need to create an effective and highly

functional mechanism.

Many educators around the world emphasize the

importance of project-based learning (PE) in the

learning of chemistry, both in and out of the classroom

[6]. Project-based learning allows students to acquire

and develop academic skills and content knowledge.

This educational approach provides students with the

skills necessary for future success and the personal

freedom needed to deal with critical life situations.

Meanwhile, various models and guides for PE have

been developed by experts and organizations in recent

years, designed to provide a common framework for

teacher development worldwide.

4 CONCLUSION

In order for any educational process to be effective, it

should be able to meet the interests and needs of the

learner. This applies to learners of all ages. Students

usually attend classes in order to learn new things,

learn new teaching methods and technologies, and

satisfy their professional needs. However, each

student's academic needs are different. This is a

natural state. A topic presented to 25 students

gathered in one audience may be interesting for

someone, meet the needs of someone, and not at all

useful for the rest. In the end, the student will not be

equally satisfied with the course. For this, it is

necessary to study the needs of students to improve

their inventive-methodical competence, to create an

individual inventive-methodical development

trajectory for each of them.

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