THE PEDAGOGICAL VALUE OF NON-STANDARD PROBLEM-SOLVING TASKS IN CHEMISTRY EDUCATION”
Keywords:
chemistry education, non-standard tasks, critical thinking, problem-solving, student engagement, pedagogical strategies, cognitive development, active learning, scientific literacy, innovative teaching methodsAbstract
This article explores the pedagogical significance of incorporating non-standard problem-solving tasks into chemistry education. Unlike traditional exercises that focus on rote memorization and formulaic application, non-standard tasks promote critical thinking, creativity, and the ability to apply chemical knowledge in unfamiliar contexts. The paper analyzes how such tasks contribute to the development of key competencies, including analytical reasoning, problem-solving skills, and scientific curiosity. It also examines effective strategies for integrating these tasks into the curriculum and discusses their impact on student motivation and engagement. By fostering deeper cognitive involvement, non-standard problems enhance the overall quality of chemical education and prepare students for real-world scientific challenges.
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