MODERN PEDAGOGICAL APPROACHES IN CHEMISTRY EDUCATION
DOI:
https://doi.org/10.55640/Keywords:
chemistry education, inquiry-based learning, problem-based learning, flipped classroom, technology-enhanced learning, cooperative learning, student engagement, constructivism, STEM pedagogy, active learning.Abstract
Chemistry education has undergone significant transformation in recent decades, driven by advances in cognitive science, digital technology, and constructivist learning theory. Traditional lecture-based instruction, while still prevalent, has demonstrated limited effectiveness in fostering deep conceptual understanding, critical thinking, and intrinsic motivation among students. This article examines the theoretical foundations and practical implementation of contemporary pedagogical methods in chemistry education, including inquiry-based learning (IBL), problem-based learning (PBL), cooperative learning strategies, technology-enhanced instruction, and the flipped classroom model. Drawing on comparative studies and empirical data from secondary and tertiary chemistry classrooms, the paper evaluates the impact of these approaches on student engagement, knowledge retention, laboratory competencies, and overall academic performance. The findings indicate that modern pedagogical methods consistently outperform traditional approaches across all measured learning outcomes, with technology-integrated and flipped classroom models showing the highest gains in student motivation and self-regulated learning. Practical recommendations for chemistry educators and curriculum designers are presented alongside a critical discussion of implementation challenges.
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