Theoretical foundations of the organization of universal education activities in teaching chemistry

the article analyzes the features of the methodology for developing students' research skills through cognitive universal educational activities in chemistry lessons. The key mechanisms for implementing this methodology are discussed, including the stages of forming research competence among students. The author justifies the importance of cognitive universal educational actions as the foundation for the comprehensive development of students in the field of chemistry, emphasizing the significance of active learning methods aimed at developing research skills. Special attention is given to the development of a system of competence-oriented tasks, which serve as tools for diagnosing and assessing students' cognitive educational activities. These tasks not only help identify the level of research skills but also actively engage students in the process of scientific inquiry and problem-solving, contributing to a deeper understanding of chemical processes and phenomena. In addition, the article provides practical recommendations for organizing the educational process aimed at developing critical thinking, analytical skills, and student independence. The use of the proposed diagnostic tools allows for more accurate tracking of the dynamics of research competence development and adjustments to the educational program, focused on fostering research activity among students in the context of school chemistry.

scientific research, general education, cognitive skills, competence, intellectual activity, interdisciplinary connections, methods, independent skills, logic, data, result