Use of edutainment in the methodology of chemistry education in school
DOI:
https://doi.org/10.15587/2519-4984.2018.153375Keywords:
edutainment technologies, chemistry teaching methodology, school chemistry course, mobile learningAbstract
The article is aimed at studying the possibility of using educational technologies edutainment in the school course of chemistry. The term edutainment was obtained by merging two English words – "education" and "entertainment". One of the benefits of technology utilization when learning the school's chemistry course is that students can learn new cognitive skills. For example, develop logical thinking and spatial feelings, learn to collaborate, preparing them for further learning and solving other problem situations. The article presents an analysis of some mobile applications and computer programs that can be used in a school chemistry course. The main characteristics of the programs are evaluated. The advantages of the problem and perspectives of their use were established and the analysis of the school curriculum on the chemistry course of 7th grade was carried out on the example of the textbook "Chemistry of the 7th grade", author G.А. Lashevskaya. The article presents the main themes of the 7th grade in the textbook, which can be supplemented by the technology of edutainment.
In the study of chemistry in 7th grade, it will be advisable to use Thoisoi and Smart Learning for all video tutorials. In 7th grade, students first encounter chemistry as a science, the use of video collections will allow students to formulate ideas about the structure of the molecule and develop abstract thinking in them. Thus, the article describes that the use of the game MarsHimProm in the study of chemistry can become a test for solving complex urgent problems or projects that they can perceive or reject. The MEL Chemistry: 3D app will provide students with the tools and resources needed to understand and solve the problem, and allow students to explore, experiment, construct, communicate, and reflect on what they are doing – that is, to learn from their personal experiences.
In the context of this theory, learning using educational technology involves solving problems through the student's choice of how to solve it. The acquired experience is enriched with reflection, becoming deeper
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