Implementation And Expansion Of Specialized Chemistry Education In Secondary Schools With The Formation Of Environmental Awareness
Published 2025-11-15
Keywords
- Chemistry, specialized education, grades X–XI, environmental awareness, laboratory experiments, practical activities, differentiation of instruction, individualized education, pedagogical models, educational innovations.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
This study is aimed at a systematic analysis of the pedagogical foundations of specialized chemistry education in grades X–XI, as well as the processes of its implementation and dissemination. The subject of Chemistry provides students not only with fundamental scientific knowledge but also with opportunities for the development of intellectual, moral-ethical, and environmental thinking. The study examines the content, structure, and management models of specialized education, including project-based, target-oriented programmatic, and direct administrative management models.
Specialized chemistry education ensures differentiated instruction that takes into account students’ individual interests, abilities, and professional orientations. Laboratory and practical experiments, problem-based tasks, project activities, and initiatives aimed at solving local environmental issues contribute to the deepening of students’ environmental awareness, responsibility, and culture.
The study also identifies key pedagogical, resource-related, and methodological conditions necessary for the implementation and dissemination of specialized chemistry education. This process requires innovative, systemic, and comprehensive changes within the educational system. As a result, specialized chemistry education is presented as an effective form of education under modern conditions, aimed at developing students’ creative potential as well as their scientific and environmental thinking.