Situational tasks in the study of chemistry by students of non-chemical specialties

Abstract

The article presents situational tasks in the discipline of higher educational institutions «Chemistry» and substantiates the advantages and importance of using this type of task in practical classes. Thus, a specific example of work to reduce the gap between the knowledge and skills of a university graduate and the needs of the employer is given. Situational tasks are presented as learning tools that are important to use, on the one hand, to ensure that the teacher develops students’ knowledge, skills and abilities provided for by regulatory documentation and, on the other hand, to make students aware of the purpose of studying a particular topic of the discipline, ways to search and find solutions concerning their professional activities, explanation and competent solution of everyday issues. For example, tasks and assignments on some topics of the course are presented: the basic concepts and laws of chemistry, the periodic system of elements, the energetics of chemical reactions, solutions and the basics of electrochemistry for students of non-chemical specialties of the university studying chemistry as a general educational discipline, which is a prerequisite for basic and specialized disciplines of the specialty. Such work in practical classes makes it possible to observe the expansion of knowledge and skills of students, an increase in their interest in the chosen profession and in the discipline «Chemistry», socio-psychological satisfaction from their own ability to apply the acquired knowledge in practice and, as a result, an easier inclusion of a young specialist in professional activity and the team.