FORMATION OF STUDENTS’ CHEMICAL KNOWLEDGE BASED ON COGNITIVE TASKS IN CHEMISTRY

Abstract

This article examines the importance of using cognitive tasks in the process of teaching chemistry within the education system and their role in shaping students’ chemical knowledge. Cognitive tasks contribute to the development of students’ thinking abilities, promote a deeper understanding of scientific concepts, and enable the integration of theory with practice. The study provides a comprehensive analysis of the impact of cognitive tasks at different levels (observation-based, comparative, logical, practical, and research-oriented tasks) on the learning process. In addition, it is demonstrated that the systematic and purposeful use of cognitive tasks in chemistry lessons increases students’ interest in the subject, enhances their cognitive activity, fosters independent learning skills, and develops chemical literacy. The methodological conclusions and practical recommendations presented in the article are offered as an effective tool for chemistry teachers aimed at improving lesson structure, updating instructional content, enhancing teaching quality, and achieving better educational outcomes. The results of this study support the implementation of a modern instructional model, create conditions for student-centered development, and contribute to the sustainable improvement of the quality of school chemistry education, serving as a basis for broad pedagogical application and further scientific research.