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12. Krynetskogo I.B. Ctrukov B.A. textbook "General Physics", Moscow,
"Infra-M", 2008 59ps
13. Pinsky A.A., Grakovsky G.Yu. "Physics", Moscow, "Infra-M", 2006, 560p
14. Bardovsky G.A. Bursian E.V. textbook "General Physics", Moscow,
“Vlados-Press”, 2001. 296p.
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“Chemistry”
The extracurricular on Chemistry in educational institutions is conducted in the
following branches: practical (chemical experiment, interesting experiments, creative
work, research, synthesis of substances, etc) and theoretical (study of theoretical
issues and history of Chemistry, the solution of complicated calculation tasks with
cross-curricular content, work with literature sources, preparation and writing essays,
reports, etc).
Extracurricular on Chemistry is a continuation of the educational process which
began in the classroom. Its various forms and types supplement and deepen pupils’
knowledge as well as contribute to maintaining a sustainable interest in the study of
Chemistry.
To do this one should solve some objectives:
- to study the pedagogical, psychological and methodological literature for
setting and organization of individual extracurricular on Chemistry;
- to study this problem according to teachers’ experience (to do a questionnaire
among teachers);
- to
develop a methodology for organizing and conducting individual
extracurricular on Chemistry;
- to
check the proposed recommendations by pre-forming experiment.
Guidance from a teacher can be either face-to-face or with the help of invited
experts for this purpose from other institutions, pupils, upper secondary school pupils
and others.
An important objective of the extracurricular on Chemistry is to develop pupils’
ability to work independently with literature and skills of experimental work in the
laboratory.
During the extracurricular on Chemistry much attention is paid to intersubject
communications which is particularly important in professional orientation of pupils
and understanding of the role of Chemistry in human life. Both as in teaching
Chemistry and as a whole, the content becomes defining during the extracurricular
which is selected randomly. Its topics are very diverse. Nevertheless, the content of
extracurricular on Chemistry is subject to strictly defined criterias: scientificity,
availability, relevance and practical significance, interest, etc.
Depending on the content, one should choose the form and kind of
extracurricular on Chemistry adequate to it:
mass - event devoted to Chemistry
,
academic competition, oral book, week (ten
days, a month) on Chemistry, quiz, hour on Chemistry, lecture-concert, conference,
excursion, chemical society, etc.;
group - circle activities on Chemistry, publishing of wall newspaper, stand
making, etc.;
individual - working with literature, doing reports, abstracts, some research,
making an equipment for classroom on Chemistry, etc.
It is also possible to conduct a patronage work in primary grades, making
models, tables, charts, didactic material and other guides for chemical cabinet,
preparation of demonstration experiments for lectures, lessons, events devoted to
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Chemistry, special extracurricular activities, solution of complicated tasks when
using individual and group forms of extracurricular according to interests.
This division of forms and kinds of extracurricular is largely conditional as, for
example, the preparation of the event devoted to Chemistry or CAS activities on
Chemistry requires a hard individual work of each participant, has an impact on the
direction and nature of their work. It shows the mutual integration of different forms
and types of extracurricular, all its elements are connected and influence each other.
Thus, extracurricular on Chemistry is a specially organized form of activities
with pupils having a strong emotional impact. It develops pupils’ outlook and
imagination, encourage them to self-education, improvement of their knowledge,
promotes their ingenuity and creativity This work is very diverse according to its kind
and content, has a sense of interest, generates an interest towards the subject. It
requires a careful organization.
The teacher of Chemistry has great opportunities for arousing pupils’ interest
towards the subject, development of cognitive activity of pupils, implementation of
labor education in the study of Chemistry.
When planning and carrying out individual extracurricular, the teacher should
take into account several aspects: psychological characteristics of upper secondary
school pupils, the possibility of a rational organization of educational process,
ensuring an individual approach to pupils, etc.
The complex of abilities on Chemistry includes many components. First of all,
it is logical thinking, the ability to abstract and generalize, associative thinking, the
ability to keep factual material and terms in memory, etc. Other specialists as
physicists, biologists and geographers also need such abilities. Chemical direction is
determined by a special curiosity shown in the knowledge of substances, processes of
its transformation. Chemists differ in a desire to work with substances, to do
transformation of substances, to get new substances, etc.
One shouldn’t make a final conclusion on the abilities just according to tests
how well they were made up. They are to be learned in complex involving different
methods of pedagogical and psychological research. Nevertheless, tests provide
reference information which is then checked during long-term observation.
The main advantage of test method is the possibility of getting a large amount of
primary information and a group of testees. The test method is easy to use, all testees
are on an equal footing and the information is useful for processing.
Pupils are offered the following tests to determine the main components of their
abilities on Chemistry.
Test 1. Interests and inclinations.
This test can be used for professional orientation of pupils, in particular, to
identify those pupils who have a bent for chemistry.
On the left side of the paper write numbers one below the other from 1 to 13. In
order to answer the questions, use the following notations: ++ “very much”, + “like”,
- “do not like”, -- “do not like at all”.
Answer quickly as the test should take no more than 10 minutes.
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