METHODOLOGY FOR THE FORMATION AND DEVELOPMENT OF SCIENTIFIC KNOWLEDGE AND SCIENTIFIC THINKING IN CHEMISTRY EDUCATION
Keywords:
scientific thinking, scientific cognition, chemical education, induction, deduction, hypothesis, epistemology, epistemology, empirical knowledge, theoretical knowledgeAbstract
This article analyzes the essence of scientific cognition and scientific thinking, their role in chemistry education, and their significance in developing students' logical thinking. The formation of scientific thinking based on inductive, deductive, and hypothetical-deductive methods is highlighted. Also, within the framework of epistemology and epistemology, the structure of the cognitive process, forms of emotional and rational cognition, criteria of truth, and empirical and theoretical levels of scientific knowledge are explained through examples. According to the research results, combining experimental activity and logical analysis in chemistry education is a crucial factor in developing students' scientific worldview and problem-solving competencies.
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