Methodical aspects of use of digital laboratories for chemistry lessons

Currently, the chemistry teacher is able to use in your practice, digital lab, allowing to organize the chemical experiment to a new level, to move from a solely qualitative assessment of the observed phenomena to the analysis of their quantitative characteristics, according to a new study of the phenomena and properties of substances. Interpretation of results quantitative experiments plays an important role in the development of critical analysis of information, allows you to teach students to compare and generalize, identify main and to establish regularities, to formulate problems, to propose and experimentally test the hypothesis, formulate conclusions; allows you to master the methods of learning. This approach is determined by the target requirements of state educational standards of new generation.

The article provides information on enhancing cognitive activity of students when studying chemistry with the use of digital laboratories and methodological conditions for the effective application of digital laboratories for chemistry lessons which promote effective learning using digital laboratories.

Definition of the main methodological terms of the use of digital laboratories conveniently carried out in the system (hierarchy) of the principles, rules, basic working requirements, behavior, etc. [1, p.462]. The hierarchy of principles for the implementation of the educational process in high school includes three levels:

• first – principle provisions of the General theory of cognition, methodological or metaprinciple;
• second didactic principles;
• the third level – the principles (conditions) of teaching methodology or methodological conditions, taking into account the features, in particular the use of digital labs in teaching

Methodological principles (or principles of principles) to determine the common features of the education system [2, pp. 21 24; 3] (fig. 1).

Didactic principles (principles of didactics) is a mandatory requirements for the content and organization of the teaching process, reflecting its internal laws and contradictions [1, p. 467]. K.D.Ushinskyi has identified the necessary conditions of good teaching: timeliness, gradualism, balance, constancy, hardness, absorption, clarity, initiative of students, the lack of excessive tension and excessive lightness, correctness. To the didactic principles he attributed also: the consciousness and activity of teaching; clarity; consistency; the strength of knowledge and skills [4, pp. 178-186].

Figure 1. Methodological principles or metaprinciple 

The analysis of interpretation of the principles of the organisation of chemical experiments and system requirements, training equipment, logistical conditions to ensure the experiments are presented in fig. 2-3.

Figure 2.System of principles by the example of complex application technical training

Figure 3.System of principles of organization of the teaching chemical experiment 

Based on the analysis of identified problems, guided by the methodological, General didactic, psychological and pedagogical principles and principles of the educational chemical experiment, system requirements, training equipment, logistical conditions to ensure the experiment was methodical conditions of use of digital laboratories (see table.1). 

Table 1 – The system of conditions for effective application of digital labs 

The scientific principle relies on the logical relationship between the content of science and a school subject, contributes to the implementation of the training elements of problems, developing training requires to develop the ability of students to observe phenomena, record and analyze observations, skillfully conduct scientific argument to prove their point of view, [1, p. 137].

According to the principle of access to the contents and methods of presentation should match the individual characteristics of students, but this education should require some effort and lead to the development of the individual.

The principle of clarity, which spawned a whole system of technical training, more justified

J.A. Comenius [5]. Use when teaching students Digital labs allows you to "see inside" the processes that cannot be captured using traditional approaches to school experiences. The student gets the opportunity to see the phenomenon with your own eyes, touch it, "try everything out" [6].The principle of consciousness and activity expresses the essence of the activity-based concept: a person cannot be taught if he doesn't want to learn itself [7]. The conscious assimilation of knowledge prevents formalism, increases their resistance, "the knowledge obtained by self-searching, always hold out longer than those obtained in finished form," [6, p. 54-61].

In accordance with the principle of systematic knowledge, and skills should be formed in the system in a certain order, maintaining the connection between the phenomena, concepts, facts, between the theories and conduct of practical work.

The principle of logic sequence of a statement. The use of Digital labs in the system of lessons and specific lesson should be in logical connection with the material being studied.

The principle of combination of various methods, forms and means of education especially actual in the learning using Digital labs. You need to use different teaching methods, means of learning, forms of organization of work in class when demonstration experiment [8; 9], laboratory experiments and practical work, as well as the organization of extracurricular activities (field studies, project activities, elective courses and clubs).

Principles of teaching methodology or methodological conditions that promote effective learning using digital laboratories is shown in figure 4.

Fig. 4 – Principles of teaching methodology or methodological conditions that promote effective learning using digital laboratories 

From the foregoing leads to the following requirements of the research process with Digital Labs:

• Supplies must be placed on a table in a certain order, is available to a student can quickly get to work;
• "Global" research, which occupies infinitely a lot of time should be The learning objective must be specific, accessible and understandable to students. To accomplish given a certain stage of the lesson;
• The teacher's instruction, both verbally and written on the cards must match the goal. In their compilation should pay attention to prevent common mistakes that students often make when performing a particular experience;
• Preparation and calibration of sensors should be carried out in

Skillful organization of students for the maintenance of order during operation and cleaning of the workplace after execution, teaches students to accuracy and reasonable speed, and the teacher allows to avoid additional time in preparation for the next lesson.

References:

1. Rapacevich E.S. Pedagogika. Sovremennaja jenciklopedija / S. Rapacevich; pod obshh. Red. A.P. Astahova. – Minsk: «Sovremennaja shkola», 2010. – 720 s.
2. Andreev A.A., Soldatkin V.I. Prikladnaja filosofija otkrytogo obrazovanija: pedagogicheskij aspekt. – : RIC «Al'fa» MGOPU im. M.A. Sholohova, 2002. – 168 s.
3. Rahmanina M.B. Principy obuchenija i sistemy filosofskogo znanija // Izvestija Rossijskogo gosudarstvennogo pedagogicheskogo universiteta imeni A.I. Gercena. – – № 10(52): Psihologo-pedagogicheskie nauki (psihologija, pedagogika, teorija i metodika obuchenija). – S.117 124.
4. Uchebnoe posobie / Pod red. P.I. Pidkasistogo. – M: Vysshee obrazovanie, 2006. – S. 178 -186.
5. Ushinskij K.D. Izbrannye pedagogicheskie sochinenija. V 2-h T.2. – M.: Uchpedgiz, 1994. – S.339-341.
6. Chernobel'skaja G.M. Metodika obuchenija himii v srednej shkole: Ucheb. dlja vyssh. ucheb. zavedenij. – M.: Gumanit. izd. centr Vlados, 2000. – 336 s.
7. Petrova M.A. Primenenie cifrovyh laboratorij v uchebnom fizicheskom jeksperimente v obshheobrazovatel'noj shkole: dis. ped. nauk . – M., 2008. – 260 s.
8. Nazarova G. Organizacija demonstracionnogo himicheskogo jeksperimenta s ispol'zovaniem kompleksa sredstv informacionnyh tehnologij: avtoref. dis. kand. ped. nauk. – M., 2003. – 21 s.
9. Vasil'eva D., Kuznecova N.E. Obuchenie himii. – SPb., 2003. – S.51-57.