DOI: https://doi.org/10.36719/2663-4619/120/72-76
Nizami Akbarov
Azerbaijan State Pedagogical University
https://orcid.org/0009-0005-4611-8754
adpu-kimya@mail.ru
Kamala Iskandarova
Azerbaijan State Pedagogical University
https://orcid.org/0000-0001-9171-4444
kemaleisva@mail.ru
The Language of Chemistry - as a Cognitive Tool in Teaching Chemistry
Abstract
This article discusses the role of the language of chemistry as a cognitive tool in the teaching and learning of chemistry in order to achieve quality education. It is noted that quality education in chemistry starts with the teaching of the language of chemistry through intra-disciplinary and interdisciplinary integration, as well as effective teaching of subjects. The application of the language of chemistry in education, along with the proper and purposeful use of modern teaching methods, positively influences students’ understanding of the subject. The article also emphasizes that one of the cognitive tools used in education is the clear and comprehensible presentation of terms and concepts specific to a subject — that is, the language of that subject. The role of the language of chemistry is highly significant in teaching the subject in depth and ensuring that students fully grasp it. From the perspective of cognitive theory, the process of forming chemical concepts and terms involves a complete understanding of their meaning. A chemical concept refers primarily to a generalized type of knowledge and form of thinking that students acquire in the process of learning chemistry. The main idea of the article is that the language of chemistry has a positive effect on in-depth understanding and quality teaching of the subject.
Keywords: chemistry language, cognitive theory, chemical concepts, teaching, instruction, subjects, teacher, student, quality education, school, university, chemistry course