Forming scientific literacy of ninth graders through solving contextual tasks in the study of metals

the article presents the results of a study of the effectiveness of using contextual tasks to develop scientific literacy in 9th-grade students when studying the topic "Metals". A set of interdisciplinary practice-oriented tasks aimed at developing the skills of interpreting data and using scientific evidence has been developed and tested. The key didactic conditions for the effective use of contextual tasks in the educational process have been identified. Methodological recommendations for the systematic inclusion of such tasks at various stages of the lesson using various forms of information presentation have been proposed. The factors that determine the success of their application in educational practice have been identified. These include: the optimal frequency of including contextual tasks in the educational process, compliance of their content with current scientific concepts and technological achievements, taking into account interdisciplinary connections and age characteristics of students. It has been determined that special attention should be paid to organizing a systematic reflection of educational activities that contributes to the development of metacognitive skills and the formation of a conscious attitude to the learning process. It has been established that systematic work with tasks of a practice-oriented nature contributes to the formation of universal learning activities, the development of critical thinking and the improvement of independent cognitive skills. At the same time, the students of the experimental group showed a noticeable increase in the level of motivation to study natural sciences, which was manifested in increased activity in lessons, an increase in the number of additional tasks performed and an increase in the quality of project research work. The effectiveness of the proposed methodology has been experimentally confirmed: the students of the experimental group showed a significant improvement in indicators in the field of information analysis, establishing cause-and-effect relationships and formulating reasonable conclusions.

scientific literacy, contextual tasks, metals, interdisciplinary approach, practice-oriented learning, chemistry teaching methodology, data interpretation, scientific evidence, PISA