CHEMISTRY FOR ALL: PEDAGOGICAL STRATEGIES FOR ACCESSIBLE SCIENCE EDUCATION
DOI:
https://doi.org/10.46991/educ-21st-century.v7.i2.087Keywords:
chemistry education, science popularization, pedagogical strategies, scientific literacy, interdisciplinary connections, visualization, research activities, learning motivation, school chemistryAbstract
The article discusses modern pedagogical strategies aimed at making chemistry education more accessible in secondary schools. It emphasizes that the traditional approach, based mainly on the transmission of knowledge and reproductive exercises, does not always ensure students’ motivation and interest in the subject. Based on the analysis of literature and teaching practice, a set of didactic solutions is proposed, including the use of analogies and metaphors, interdisciplinary connections, visualization with digital technologies, elements of popular science discourse, and students’ research activities.
It is shown that these strategies contribute to the formation of scientific literacy, the development of critical thinking, and the understanding of the practical significance of chemistry. Popularization of science in the educational process does not replace traditional teaching, but complements it, making lessons more engaging, visual, and connected to students’ personal experience.
The Research Objective is to identify and substantiate pedagogical strategies for simplifying complex chemical concepts and popularizing them in school education.
Relevance and Scientific Novelty: the study justifies the inclusion of popularization strategies as a key didactic tool in chemistry education, which contributes to motivation and the development of modern competencies.
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Copyright (c) 2025 Luiza Vardanyan
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