HISTORICAL ASPECTS of ORGANIC CHEMISTRY TEACHING (On the Example of Chemistry Direction of Higher Educational Institutions)

Journal of Critical Reviews

ISSN- 2394-5125 Vol 7, Issue 13, 2020

CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions)

Rajabov Khudayor Madrimovich

Uzbekistan, Khorasm region, Rajabov Khudayor Madrimovich, Doctor of philosophy (PhD) on pedagogical sciences, Urganch State University E-mail: [email protected]

Received: 16.04.2020 Revised: 18.05.2020 Accepted: 13.06.2020

Abstract. The article reveals the historical approach on the teaching of organic chemistry in pedagogical universities. The development of modern trends and general competencies of students on the basis of historical approach, the creation of educational motivation, the focus on independent research and training of creative specialists are the most important directions. In this regard, it is important to improve the technology for organizing the educational process on the basis of historical principles in the system of training future chemistry teachers, to improve the mechanisms on the methodological support, to fulfill the system of competencies and cyclic diagnostics.

Keywords: historical approach, organic chemistry, conceptual - historical aspects, professional competence, principle of historicism, methodology, self-improvement, innovation, non-historical, positive attitude, extracurricular activities.

INTRODUCTION Although a number of works have been carried out in this area, The Concept of Sustainable Development, adopted in the world but there is no systematic approach to the application of the until 2030 year, reveals that “achievement of sustainable historical principle in chemistry teaching, there is no special, development has a practical, convenient and sustainable extensive research works, devoted to the problem of the solution that connecting closely to chemistry with other fields general conceptual development of scientific and of science” [1]. In the educational experience of developed methodological aspects of the development of history of world countries, an attention is paid to the development of the chemistry and, therefore, the history of the development of scientific worldview of future chemistry teachers, the chemistry in Uzbekistan. development of their creative thinking on the basis of historical and cultural values, as well as self-improvement in On this basis, the aim of the study is to improve the conceptual the world of new technological advances. This is important in and historical aspects of organic chemistry teaching. strengthening the historical foundations of education and upbringing in the process of chemistry teaching to students, in PROPOSED METHODOLOGY the development of educational materials based on the In the process of research, thanks to the analysis of the works principles of historicism, under increasing professional of scientists who developed didactic principles, it brings competence and conducting independent research works. possibility to conclude that historical materials, related to the dynamics of scientific discoveries on the basis of creative The historical approach to teaching the organic chemistry in activities of scientists, not only affect the quality of education, the world and its purposeful realization, the development of but also educate young people in national pride and a positive modern trends and the general competencies of students on attitude to education. the base of historical approach, the creation of educational motivation, the focus to independent research and training of On the basis of conducted researches, we came to the creative specialists are the most important directions. The conclusion that the history of organic chemistry as a necessary realization of such important tasks through the use of component of learning is expressed in the followings: innovative technologies, the development of professional 1. Introduction of materials on the history of the study of competence among the students, providing of interdisciplinary substances and processes to the educational literature on communication within the framework of the science of organic organic chemistry and its content. chemistry, the integration of science and education, and the 2. To study of the history of nominal reactions. formation of creative thinking on the base of historical data 3. To display of historical events, related to the name of dishes, has a decisive value in solving tasks of improving education. equipment and reagents. 4. Replenishment of textbooks, training and methodological There is a necessity in preferring the priority of trends in the aids with historical data. modern development of education as an integrated system in 5. The realization of historical approaches in the lesson and in the Republic of Uzbekistan, in order to achievement of extracurricular activities. improvement on the basis of historical experience and values, 6. Creation and publication of a series of scientific and radical updating of the system of training teachers, mechanism scientific - popular literatures on the history of organic of development for using modern technological capabilities, chemistry for independent study. based on the historical principle. In the strategy for the further 7. More efficient use of materials, related to the history of development of the Republic of Uzbekistan, “the development organic chemistry for educational purposes [3]. of innovations in education and science, in particularly, the systematic realization of the policy of training highly qualified The methodological basis for the use of historical materials in specialists by taking into account current needs of the labor the teaching of organic chemistry, currently in the educational market” [2] is defined as a priority tasks, in this regard, it is literature on organic chemistry there is a “non-historical” important to improve the technology for organizing the approach. Based on the foregoing, the organizational structure educational process on the basis of historical principles in the of the introduction of educational materials on organic system of training future chemistry teachers, improving the chemistry in the educational process can be represented as mechanisms of methodological support, competency follows (Fig. 1). fulfillment systems and cyclic diagnostics.

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CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions)

CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING Aim: To improve the conceptual and historical aspects of organic chemistry teaching INTRODUCTION THE EDUCATIONAL MATERIALS TO THE EDUCATIONAL PROCESS ON THE BASIS OF HISTORICAL PRINCIPLE Periodization of materials in organic chemistry on the basis of historical and logical principles

Gradual introduction of information about the life and discoveries of scientists, who contributed to the development of organic chemistry

1. About 3,000 nominal reactions (for example, the Zinin reaction or Kucherov reaction). 2. Names, “immortalized” in the names of chemical dishes (for example, a Wurz flask or a Soxhlet apparatus). 3. Names, preserved in the names of laboratory equipment (for example, Buchner funnel or Bunsen burner). 4. Names, preserved in laws, theories and rules (for example, the Nernst distribution law, the theory of the chemical structure of Butlerov, Markovnikov’s rules). 5. Names, presented in the formulas (for example: Heworsz or Fischer formula, Kekule formula, etc.). 6. Names, preserved in the names of the substances (for example, Michler's ketone or “oil of Dutch chemists”). 7. Names, preserved in reagents (for example, Felingov liquid or Grignard reagent). 8. Names, immortalized in the names of methods (such as the Andrusov method or Meerwein-Ponndorf-Verley restoration method). 9. Names, related to individual events and phenomena (for example, the Brillstein test, Beckmann rearrangement, Schlenk equilibrium, Schiff bases, drying gun, cooling finger, Beckman condensation, Wurster red). 10. The life and work of scientists, inventors, researchers and science fans. 11. Local materials, related to the history of organic chemistry. FORMS OF EDUCATIONAL MATERIALS TRANSFER ON HISTORICAL PRINCIPLE

Lessons Extracurricular activities TECHNOLOGY OF EDUCATION

Pedagogical technology Teaching strategy Modular Learning, Collaborative Learning, Didactic Games Cluster, Venn diagram, Logic of thinking Qualities, developing in students on the basis of historical principle Educational motivation, scientific outlook, professional and cultural competence, creativity

Fig. 1. Organizational structure of the introduction of educational-methodological materials on organic chemistry in the educational process on the basis of historical principle

The methodological basis for the use of historical materials in knowledge, conclusions were made at the end of the lesson, the teaching of organic chemistry is as follows: based on this, recommendations were made for creating 1. Didactic processing of historical materials, their use in developments on each topics (Innovative method “Logic of textbooks, manuals, scientific-popular publications. thoughts” for the meta of “Alkanes” in the section of 2. Periodization of materials on the basis of principle of “Hydrocarbons”, method of “Saw” of joint training for the topic historicity and logic [4]. of “Aldehydes and Ketones” in the section of “Oxygen organic 3. The phased introduction of materials about life and compounds” and the topic of “Amines” in the section of discoveries of scientists, who have contributed to the “Nitrogen-containing organic compounds”. development of organic chemistry, in the content of training. To study the history of science, creation and the scientific The use of historical materials in the sections of heritage of scientists in order to use the wide possibilities of “Hydrocarbons”, “Oxygen organic compounds” and “Nitrogen extra-curricular classes and activities, scenarios are given for organic compounds” in the practice of teaching the subject of organizing and organization of chemical evenings on the topics “Organic chemistry” in accordance with the GES (Government of “Creators of organic chemistry” (4 of them are Uzbek Education Standards) and the curriculum, for example, in the scientists on organic chemistry) and “Nobel Prize winners” (8 development, distribution or preparation of didactic materials people) and “Alcohol and nicotine are enemies of health”. is associated with pedagogical skills of teachers, in this process These evenings are a mass form of extracurricular activities we should give an attention the lack of time and the material - that include a historical approach and interdisciplinary technical possibilities of the educational institution. communication, education and training, contribute studying of the educational process in everyday life, in theory and As a result of using the traditional teaching methods, it is practice, and that these actions do not contradict the historical difficult to transfer the proposed historical material and principle of learning. But, on the contrary, provide an information to the lesson, so herewith its effectiveness is opportunity to get acquainted with much historical and reduced, but by using innovative teaching technologies and modern information, related to organic chemistry. effective interactive teaching methods we can solve the problem. It is shown that for a deep understanding of the path, taken by organic chemistry until today, it is necessary to widely use the Development of lessons is required in the process of organic educational opportunities of classroom and extra-curricular chemistry teaching to use historical materials. Therefore, the activities, and for these purposes, it is possible to use development of a lesson on the theme of “Arena” in the information from the history of organic chemistry, collected in section of “Hydrocarbons” is presented, which describes the the form of questions - answers, a special place occupies purpose, tasks, content, methods, types, used tools and quizzes among these events, they contribute to broaden methods, methods for introducing the method of working in purview, to deepen and consolidate knowledge, to help the small groups under using of modular training, as one of the assimilation of new facts and materials, that not founding a types of modern pedagogical technologies. At the same time, place in the curriculum. control questions and tests were used to assess students’

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CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions)

Under the conduction of pedagogical experiment, the following In order to test, given the above mentioned materials in the indicators were mainly studied: 2015-2016, 2016-2017 and 2017-2018 academic years, 1. The significance for the respective universities of didactic, pedagogical experiments were conducted. During the handouts and lesson development on the subject of “Organic pedagogical experiment on organic chemistry, didactic and chemistry” from the point of view of the principle of handout materials were used on the principle of historicity, historicism. experiments were conducted in classroom and extra- 2. The relevance from the scientific and methodological point curricular activities. of view to increase the interest of students in the historical materials of the subject of “Organic chemistry” in the selected In the controls, conducted at the lessons, together with the universities. theoretical and practical questions, questions on the history of 3. The degree of theoretical and practical assimilation by organic chemistry were included. They were conducted in the students of relevant universities of selected didactic materials form of tests or written works and were evaluated on a five- for studying the history of organic chemistry. marked (scored) system. 4. Increasing students’ interest in the assimilation of historical Under the selecting of universities for a pedagogical materials under using the historical principle. experiment, an attention was given to the followings: 5. The educational value of the study of historical materials 1. The presence of parallel groups in universities. under increasing of students’ interest with educational subject 2. Arbitrary and random set of groups, students and professor- of “Organic chemistry”. teachers’ structure. 6. The educational-upbringing effect of historical materials in Before conducting a pedagogical experiment by using of classroom and extracurricular activities to increase students’ historical principle; conversations, observations, questions - interest with the subject. answers, and written works on the study of historical 7. The importance of historical materials during the study of materials in organic chemistry were conducted, and these organic chemistry for the formation of students’ worldview observations prove the followings: and the development of their independent thinking [5]. 1. In many higher educational institutions in the process of For the pedagogical experiment, scientific and methodological studying the course of “Organic chemistry”, historical developments were created. They also include of the materials are practically not used. characteristics and possibilities of using historical materials on 2. In the professor-teachers structure, there are no enough the topics of “Hydrocarbons”, “Oxygen organic compounds” materials on the history of organic chemistry. and “Nitrogen-containing organic compounds”, development 3. There were not conducted practically classroom and of lessons; scenarios of organization and conduction of extracurricular activities by using of historical materials to chemical evenings on a number of topics, having scientific, increase students’ interest to organic chemistry. historical, educational, technical, environmental and spiritual At the first stage of the pedagogical experiment, the use of significance; information and materials of the participants of dissertation and didactic materials, as well as lessons and the evenings. extra-curricular seminars revealed that students of the experimental and test groups showed almost the same results RESULT ANALYSIS (Table 1).

Tab.1. Primary indicators of students’ assimilation

Scores, obtained by students in experimental and control

Academic of groups year Excellent, Good, Satisfactory Unsatisfactory Group

«5» «4» «3» «2»

Number students 2015– Experimental 100 10 38 35 17 2016 Control 98 13 37 33 15

The classification of students’ knowledge on the study of The second part of the pedagogical experiment was carried out historical materials is as follows: to solve the above mentioned tasks. To determine the 1. In many higher educational institutions of our country, theoretical knowledge, skills of students during the study of historical materials on organic chemistry are practically not historical materials of organic chemistry, a written control was used. conducted in all experimental groups. After comparing and 2. Professors and teachers do not pay enough attention to the analyzing the data, the reason for the differences in the groups role and importance of historical materials in education. was determined. Interviews with professors and teachers of 3. Most of professors and teachers have very few materials on the department of “Organic chemistry” showed that the use of the history of chemistry, especially related to organic historical materials was practically absent. The results of the chemistry. control over the pedagogical experimental stages are summarized and analyzed. Therefore, we can conclude that failure of the historical principle in teaching organic chemistry and in-depth study of The third stage of the pedagogical experiment took place in the these materials reduces the quality of students’ knowledge, as 2017–2018 academic years. It identified learning well as their understanding of the complexity of the genesis, opportunities on the basis of principle of historicism in the methodology, development, social and economic necessity of experience, gained in previous pedagogical experiments. The science, theory and practice, the role of organic chemistry in training of organic chemistry was facilitated by the adaptation the system education. of historical materials. The didactic effectiveness of teaching historical materials was checked by mathematical and At the second stage of the pedagogical experiment, the statistical methods. Experimental tests were conducted to following tasks were performed: verify the effectiveness of teaching historical materials. In - To study the availability, that historical materials offered by control groups, training was conducted on traditional teaching us on organic chemistry and the degree of assimilation of this materials. material; - Analysis of the results of pedagogical experiments to increase Table 2 presents the results of the written works of students in students’ interest to study of historical materials on the Samarkand State university and Urganch State university on subject of “Organic chemistry”; the sections of “History of the development of organic - Determination of the effective teaching methods of historical chemistry”, “Formation of the concept of organic chemistry”, materials in organic chemistry in experimental groups. “Electronic structure of organic compounds”, “Genetic

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CONCEPTUAL - HISTORICAL ASPECTS OF ORGANIC CHEMISTRY TEACHING (on the example of chemistry direction of Higher educational institutions)

relationships between different classes of organic compounds” sections of “Hydrocarbons”, “Oxygen organic compounds” and and “Hydrocarbons”, for students of 3-rd course on the “Nitrogen-containing organic compounds”.

Tab.2. The results of the written works of students (Samarkand State University, Urganch State University) Number of Students’ scores in experimental and control groups students

Aca- excellent, good, satisfactory, unsatisfactory, demic «5» «4» «3» «2»

year

Tobser-

vation

l l

trol

Course Course experimental Contro experimental Control experimental Control experimenta Con experimental Control 12,93 II 125 125 22 9 80 73 14 27 9 16 2016– 2017 14,74 III 124 126 26 10 72 67 18 34 8 15

10,96 II 123 127 28 13 72 73 15 28 8 13 2017– 2018 13,64 III 125 125 26 10 78 75 14 26 7 14

Table 3 reveals the results of the written works in chemistry of To determine the reliability of the results, obtained during the students of Karakalpak State University and students of pedagogical experiment, and to demonstrate the effectiveness Tashkent state pedagogical university in the sections of 2 “Hydrocarbons”, “Oxygen organic compounds” and “Nitrogen- of the proposed method, a method  is proposed. Moreover, containing organic compounds”. we proceeded from the following deviations: 1. The choice of experimental and test groups is random. As a result of the pedagogical experiment, a statistical 2. This choice is completely independent. Each group of difference in the theoretical, practical skills and abilities of students is random. students in different groups in the development of historical 3. The measuring scale is a nominal scale, it has four criteria: materials was determined. Students of experimental groups excellent - “5”, good - “4”, satisfactory - “3”, unsatisfactory - “2”. had higher theoretical, practical knowledge, skills and abilities than students of control groups.

Tab.3. The results of the written works of students (KSU, TSPU) Number of Students’ scores in experimental and control groups students

Aca- demic excellent, good, satisfactor unsatisfac- year «5» «4» y, tory,

«3» «2» Tobser-

vation

mental

imental

ol ol

Course Experimental Contr Exper Control Experi Control Experimental Control Experimental Control Theme of “Hydrocarbons” III 58 55 2016– 12 2 36 30 6 15 4 8 13,08 2017 Theme of “Oxygen organic compounds” III 58 55 6 0 44 35 5 13 3 5 9,64 Theme of “Nitrogen-containing organic compounds” III 58 55 8 2 40 26 6 20 4 7 13,96 2017– Theme of “Genetic relationships between different classes of 2018 III 58 55 organic compounds” 7 1 39 26 6 19 6 9 13,82

For the reliability of the probability of  = 0,05 and the CONCLUSION number of degrees of latitude of c = 4-1 = 3 will be Тcr=7,82, for As a result of the research on the topic of “Conceptual and all the results of conducted studies Тcr  Тobs. It can be historical aspects of teaching organic chemistry”, the following concluded that for prove of obtained probability of reliability, conclusions were made: the reliability of gained results of pedagogical experiments and 1. As a result of research on this topic, the teaching materials for obtaining a scientific conclusion, the results of pedagogical of the organic chemistry course in higher educational experiments are enough, given in tables 1-3. As a result of institutions were structured on the basis of the priority of the pedagogical experiments, it was noted that the use of the historical principle, and the teaching capabilities of teaching historical principle in the teaching of organic chemistry, affects were enhanced in accordance with modern trends in the world the depth and quality of students’ theoretical knowledge and history of chemistry and the development of chemistry in skills of students. Uzbekistan.

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2. It was defined that historical materials were not sufficiently names of dishes, instruments and reagents, studying the used in the course of organic chemistry, the prospects of the history of nominal reactions, enriching textbooks and current state of scientific and methodological problems were educational materials with historical materials and manuals, determined, and at the same time, the dissertation tasks for a the implementation of a historical approach in the classroom positive solution were developed. and extracurricular activities, the creation and publication of a 3. The methodological basis of the educational process on series of scientific, scientific-popular literatures on the history organic chemistry in higher educational institutions has been of organic chemistry for self-study learning, rational use of enriched with historical materials due to the integration of historical materials on organic chemistry in educational these educational materials in classroom and extracurricular purposes. activities. 4. It was proposed to introduce the course materials on three REFERENCES main sections of the organic chemistry course, chemical 1. International Organization for Chemical Sciences in evenings and quizzes on the history of organic chemistry were Development organized, tested, and their methodological significance was //http://www.iocd.org/About/chemSci.html. proved to the practice. 2. Towards rapid development and renewal on the basis of 5. As a result of the harmonization of modern technologies and actions strategy.2017. – Tashkent: NMIU named after G. design strategies for the course of organic chemistry, based on Gulom. – 70 p. the historical principle, the methodological opportunities for 3. Razhabov H. Historical aspect in the teaching of organic the development of educational motivation, professional chemistry. 2013. // Chemistry at school. - Moscow, No. 6. competence and scientific thinking of students have been - S. 27–31 (13.00.00 No. 19). expanded. 4. Jargin, S.V.Drugs and dietary supplements with unproven 6. The didactic acceptability of historical data, as well as the effects in research and practice: Part 2(2019) Journal of quality and effectiveness of education on organic chemistry is Complementary Medicine Research, 10, pp. 112-128. proved. At higher educational institutions, methodological 5. Begmatov Sh.Sh. Methodological foundations of the recommendation has been developed to increase the relationship between lessons and extracurricular effectiveness of teaching the course of “Organic chemistry” in activities in chemistry. 2004. Abstract. dis. Cand. ped the principle of historicism. sciences. - Tashkent: TSPI them. Nizami. - 18 p. 7. The necessity of fulfilling such organizational - didactic tasks 6. Razhabov H. On the issue of improving the process of was based, as introducing into the educational course of teaching chemistry. 2016. // Chemistry at school. - organic chemistry and its educational content of the historical Moscow, No. 8. -FROM. 36-38 (13.00.00 No. 19). materials, reflecting historical phenomena, related with the

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