DIGITAL TECHNOLOGIES IN CHEMISTRY TEACHER TRAINING: THEORETICAL AND METHODOLOGICAL ANALYSIS
DOI:
https://doi.org/10.28925/1609-8595.2025.2.9Keywords:
digital competence, digital didactics, digital educational technologies, future chemistry teacher, inorganic chemistry, methodology of chemistry teaching, professional training, virtual laboratories.Abstract
The article substantiates the theoretical and methodological foundations for the integration of digital educational technologies into the professional training of future chemistry teachers, focusing on the teaching of inorganic chemistry. The relevance of the study is determined by the need to update the content and methods of teaching chemistry in accordance with current trends in the digitalization of education. Inorganic chemistry, as a fundamental component of professional training, requires the use of tools capable of visualizing complex concepts, modeling chemical processes, and supporting research activities. The study presents a logical and content-based analysis of digital educational resources, their classification by functional characteristics, and the pedagogical conditions necessary for their effective application. Five types of digital tools have been identified: informational and representational, modeling, research and experimental, evaluative and reflective, and project-based constructive. The appropriateness of each group of resources is determined by the content of specific topics and didactic goals. The article outlines conditions for the successful integration of digital technologies in the training process: incorporation into curricula, availability of methodological support, digital competence of lecturers, and access to technological infrastructure. International experience in the integration of digital didactics is discussed as a reference point. The results of the study can be used to develop digital learning scenarios and didactic solutions in the field of inorganic chemistry.
References
Artemova, L. M. (2011). Rozvytok tvorchykh zdibnostei uchniv na urokakh khimii z vykorystanniam IKT [Development of students’ creative abilities in chemistry lessons using ICT]. Khimіia, 5–7, 12–15.
Baranovskyi, S., Symchak, I., & Tulaidan, I. (2021). Osoblyvosti vykorystannia tsyfrovykh tekhnolohii u pidhotovtsi vchyteliv khimii [Features of the use of digital technologies in the training of chemistry teachers]. Proceedings of the Conference at Ternopil Volodymyr Hnatiuk National Pedagogical University, 78–81. http://dspace.tnpu.edu.ua/bitstream/123456789/19290/1/78_Tulaidan_Symchak_Baranovskyi.pdf
Bieliavtseva, T. V., & Granovska, T. Ya. (2015). Osoblyvosti navchannia informatyky maibutnikh uchyteliv khimii do provedennia khimichnoho eksperymentu [Features of teaching informatics to future chemistry teachers before conducting a chemical experiment]. Scientific Bulletin of Uzhhorod University. Series: “Pedagogy. Social Work”, 34, 35–39. http://nbuv.gov.ua/UJRN/Nvuuped_2014_34_8
Bondar, L., & Zhyvaga, A. (2023). Modernizatsiia urokiv khimii v umovakh tsyfrovizatsii osvity (z dosvidu roboty) [Modernization of chemistry lessons in the context of education digitalization (practical experience)]. Pedahohichna Zhytomyrshchyna, 1 (29), 37–42. https://imso.zippo.net.ua/wp-content/uploads/2023/03/2-%D0%91%D0%BE%D0%BD%D0%B4%D0%B0%D1%80.pdf
Husaruk, N. (2011). Kompiuterni tekhnolohii na urokakh khimii [Computer technologies in chemistry lessons]. Biolohiia i khimiia v shkoli, 5 (87), 24–26.
Ivashchenko, N. V. (2015). Vykorystannia interaktyvnykh ta multymediinykh tekhnolohii pry vykladanni khimii. Dopovid [Use of interactive and multimedia technologies in teaching chemistry. Report]. Vseosvita. https://vseosvita.ua/library/embed/01002znu-d150.docx.html
Kropivnytska, L. M., & Stadnichuk, O. M. (2013). Vykorystannia kompiuternykh tekhnolohii pid chas vyvchennia khimii u zahalnoosvitnikh navchalnykh zakladakh Lvivskoi oblasti [Using computer technologies in chemistry education in secondary schools of Lviv region]. Himichna nauka i osvita: perspektivi rozvitku. Materiali naukovoyi internet-konferenciyi (pp. 164–168). https://vspu.edu.ua/science/art/a159.pdf
Lavrentieva, O. O., & Krupskyi, O. P. (2024). Dydaktyka tsyfrovoi epokhy: vyklyky, mozhlyvosti ta perspektyvy rozvytku [Didactics of the digital era: challenges, opportunities and development prospects]. Alfred Nobel University Journal of Pedagogy and Psychology, 2 (28), 37–45. https://doi.org/10.32342/3041-2196-2024-2-28-4
Myroshnychenko, O. V. (2018). Vykorystannia IKT na urokakh khimii [Use of ICT in chemistry lessons]. Blogger. A creative group of teachers of Mezhyrichkivska Secondary School, grades 1–3. https://mezhirichkatvorchagrypa.blogspot.com/p/blog-page_67.html
Modlo, E. Y., Echkalo, Y. V., Semerikov, S. O., & Tkachuk, V. V. (2018). Vikoristannya tehnologiyi dopovnenoyi realnosti u mobilno oriyentovanomu seredovishi navchannya VNZ [Using Technology of Augmented Reality in A Mobile-Based Learning Environment of The Higher Educational Institution]. arXiv preprint. https://doi.org/10.48550/arXiv.1807.10659
Pliushch, A., & Avramenko, I. (2023). Vykorystannia tsyfrovykh instrumentiv v navchanni khimii [Use of digital tools in chemistry education]. Zbirnik tez dopovidej VI Mizhnarodnoyi naukovo-praktichnoyi konferenciyi «Pidgotovka majbutnih uchiteliv fiziki, himiyi, biologiyi ta prirodnichih nauk v konteksti vimog Novoyi ukrayinskoyi shkoli», 23-24 travnya 2024 roku (pp. 88–92). Ternopil Volodymyr Hnatiuk National Pedagogical University. http://dspace.tnpu.edu.ua/bitstream/123456789/33472/1/88_Pliushch_Avramenko.pdf
Sniala, Y. (2023). Zastosuvannia tsyfrovykh instrumentiv u navchanni khimii [Digital Tools Application In Chemistry Teaching]. Education. Innovation. Practice, 11 (4), 55–64. https://doi.org/10.31110/2616-650X-vol11i4-008
European Commission (2022). DigCompEdu: The European Framework for the Digital Competence of Educators. https://joint-research-centre.ec.europa.eu/digcompedu_en
Garman, M. (2024). The Role of Digital Learning Platforms in the Academic Growth of Students. KITABOO. https://kitaboo.com/the-role-of-digital-learning-platforms-in-the-academic-growth-of-students/
Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration: A systematic review. International Journal of STEM Education, 6 (2), 23. https://doi.org/10.1186/s40594-018-0151-2
Popel, M. V., & Shyshkina, M. P. (2018). The Cloud Technologies and Augmented Reality: the Prospects of Use. arXiv preprint. https://arxiv.org/abs/1807.01966
Serwornoo, M. Y. W., Danso, S., Azanu, B., Semarco, S. K. M., & Aidoo, E. A. K. (2024). Use of digital platforms among university students: A systematic literature review. Qeios. https://doi.org/10.32388/SQKGT5
UNESCO (2023). Technology in education: a tool on whose terms? Global education monitoring report. https://doi.org/10.54676/UZQV8501
Weymuth, T., & Reiher, M. (2020). Immersive Interactive Quantum Mechanics for Teaching and Learning Chemistry. arXiv preprint. https://arxiv.org/abs/2011.03256
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Олена Кочубей
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
