USE OF VIRTUAL LABORATORIES FOR MODELING INORGANIC SYNTHESIS PROCESSES IN TRAINING FUTURE CHEMISTRY TEACHERS

Abstract

Summary. The article investigates the conditions for the effective use of virtual laboratories in the process of professional training of future chemistry teachers, in particular in the study of the discipline "Inorganic Synthesis".

Modern trends in the digitalization of education and the growing requirements for the formation of research and methodological competencies in applicants for higher pedagogical education are taken into account. Attention is focused on the integration of information and communication technologies into educational and research activities, in the context of limited resources and material and technical capabilities of educational institutions, as well as the need to ensure safe and effective mastering of complex chemical material, virtual laboratories are considered as a promising tool that contributes to improving the quality of training of pedagogical personnel.

The purpose of the article is to substantiate the feasibility of using virtual laboratories in the course "Inorganic Synthesis" and determine their impact on the formation of professionally significant competencies of future chemistry teachers. During the pedagogical experiment conducted on the basis of Pavlo Tychyna Uman State Pedagogical University, applicants for the specialty "Secondary Education (Chemistry)" performed laboratory tasks using simulations on the PhET, ChemCollective, ScienceID, Mozaik Education platforms and Ukrainian educational resources. The training modules were developed taking into account modern didactic approaches - activity, competence, interactive.

Analysis of the results of the questionnaire, observation, reporting materials and educational and methodological developments of students showed an increase in the level of research activity, analytical thinking, digital literacy and methodological readiness for organizing educational and research activities using virtual modeling. Particularly high results were demonstrated in applicants who systematically used virtual laboratories when studying the reactions of synthesis of complex inorganic compounds, which indicates the effectiveness of such an approach.

The conclusions emphasize the feasibility of introducing virtual laboratories into the professional training of future chemistry teachers, identify the advantages and limitations of such a tool, and outline the prospects for further research related to the combined use of real and virtual experiments in higher education institutions.