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APPROACH TO SOLVING EXPERIMENTAL PROBLEMS BASED ON
SYSTEM ANALYSIS
Iskandarov Aybek Yuldashevich
Associate Professor of Tashkent State
Pedagogical University named after Nizami,
https://doi.org/10.5281/zenodo.14006965
Annotatsiya:
Mazkur maqolada еksреrimеntal masalalarga tizimli tahlil
asosida yondashuv imkoniyatlari tahliliy bayon etilgan. Unda eksреrimеntal
masalalarga muammoli vaziyatning modеli sifatida yondashuvga oid oʻziga xos
jihatlarini yoritishga urgʻu berilib, ularga e’tibor qaratish didaktik maqsadga
erishishda ahamiyatli ekanligi asoslangan.
Kalit soʻzlar:
eksperimental masala, tizimli tahlil, fikrlash texnikasi,
didaktik maqsad, modellar, ramziy til.
Аннотация:
В данной статье представлены возможности системно-
аналитического подхода к экспериментальным задачам. Основное
внимание в ней уделяется выделению специфических аспектов подхода к
экспериментальным вопросам как модель проблемной ситуации, и
обосновано, что внимание к ним важно для достижения дидактической
цели.
Ключевые слова:
экспериментальная проблема, системный анализ,
техники мышления, дидактическая цель, модели, символический язык.
Abstract:
This article presents the possibilities of the system-analytical
approach to experimental tasks. The main attention is paid to the identification
of specific aspects of the approach to experimental issues as a model of a
problem situation, and it is substantiated that attention to them is important for
achieving the didactic goal.
Keywords:
experimental problem, system analysis, thinking techniques,
didactic goal, models, symbolic language.
When chemical information is acquired by learners and re-explained, it
turns into knowledge, if they can solve similar problems, it turns into skills, if
they solve modified problems, it turns into skills. experimental issues play an
important role in raising the level of competence. An experiential problem is a
model of a problematic situation, which differs from calculation-based problems
in that, in addition to thinking knowledge, knowledge and skills related to
practical activities based on chemical laws are also required. In order to solve
experimental problems, in addition to mastering theoretical knowledge,
students should also have sufficient information about experimental processes,
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conditions, signs, devices, and reagents. In this process, students continue to
expand and deepen their knowledge of chemistry, while also forming special
skills for conducting experiments. One of the most important aspects of solving
exerrimental problems is that it helps students to develop their independent
work skills and forms such characteristics as being orderly, attentive, careful,
observant, self-confidence, and striving for a goal.
Experiential problems are the best tool for expanding students' thinking,
they make sure that behind abstract formulas there are substances with certain
properties, they can be familiarized with these properties, study them, and use
them in practice. Before performing the experiment, the students determine the
way to perform the work for themselves, think about the necessary reagents,
equipment, and devices. While observing the process, he pays special attention
to the properties of substances, their changes, signs of reactions, the final result,
summarizes his thoughts and draws a conclusion. Solving experimental
problems is also an important tool for monitoring students' acquired knowledge
and skills [1, 2]. Experimental problems can be widely used not only during
practical training, but also at all stages of chemistry education, in the processes
of explanation, reinforcement, generalization, repetition, control. The
possibilities of using experimental problems within the framework of chemical
science, chemical circles, additional training, independent work, home
experiments are very high. [3].
Experimental problems can be organized by the teacher or student in the
form of a demonstration experiment, in the form of joint work of students of all
classes, in the form of experimental control tasks or homework.
When solving experimental problems, students consistently master the
following stages of research: problem statement - creating a thesis - designing an
experiment - creating an experimental plan - conducting an experiment -
designing the results of an experiment - formulating an answer.
When solving experimental problems, students consistently master the
following stages of research: problem statement - creating a thesis - designing an
experiment - creating an experimental plan - conducting an experiment -
designing the results of an experiment - formulating an answer.
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Table 1.
Systematic analysis of experimental issues.
1.
Placing the exercise
Determining
the
essence of the problem.
Determining the goal
and
solution
boundaries
of
the
problem
Make the following changes and isolate the
copper (II) hydroxide from the resulting mixture.
CuO→ CuSO
4
→ Cu(OH)
2
The question of the type of acquisition of
substances of experimental problems. Properties
of oxides. Extraction of salts. Properties and
extraction of bases.
2.
Summarizing data
(gathering information
and
identifying
alternatives to achieve
the goal)
Reaction of copper (II) oxide with acids.
Reaction of copper (II) sulfate with alkalis.
Copper (II) hydroxide is a water-insoluble
precipitate.
3.
Explanation
(comments according to
the structure of the
model
and
its
application)
CuO
+H2SO4
→ CuSO
4
+ NaOH
→ Cu(OH)
2
3.
Recommendation
(recommending
a
preferred
alternative
solution
option
or
process)
1) CuO+H
2
SO
4
= CuSO
4
+H
2
O
2) CuSO
4
+ NaOH = Cu(OH)
2
↓+ Na
2
SO
4
5. Confirmation
(checking the solution,
conducting
an
experiment)
When sulfuric acid solution is added to copper (II)
oxide powders, a blue solution (CuSO
4
) is formed.
When sodium hydroxide solution is added
dropwise to the formed solution, air forms a
colored precipitate (Cu(OH)
2
).
The precipitate is separated from the solution by
filtration.
Teaching students to analyze the conditions of the problem, to determine
the type of its structure and the method of its solution is the most important
condition for the formation of generalized skills in solving computational
problems [4]. Experiential training made it possible to eliminate the usual
difficulties in solving various problems, including problems of "acquired
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difficulties", and to form the ability to solve different types of problems with a
significant reduction in the number of problems of the same type solved in
training. When using the proposed model, it becomes possible to include issues
of the school course that are not provided for in traditional education. The
formation of the ability to analyze the conditions of the problem with the help of
the proposed method opens the possibility to the student to systematically
select all objects, their parameters and connections, which ultimately allows to
build a chain of calculations to narrow down the desired result. As a result of the
given recommendation, students organize systematic analysis and problem-
solving activities, and theoretical thinking with a systematic direction is formed.
The obtained results show the prospects of this approach and allow us to hope
for the success of its application in solving wider problems in various disciplines.
It becomes clear that there is a need for research on the change of motivation in
solving problems, the principles of building systems of educational tasks, the
characteristics of using educational tools in organizing activities, and the way is
opened. The use of systematic analysis in the organization of solving
experimental problems helps to develop theoretical, practical, creative
knowledge and skills.
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