Enhancement of Students’ Research Competence through the Integration of Aminophosphonate Synthesis into the Educational Process
DOI:
https://doi.org/10.5281/zenodo.18731640Keywords:
research competence, aminophosphonates, organic synthesis, inquiry-based learning, chemical education, pedagogical experimentAbstract
Background and purpose.
In the system of higher education, the formation of students’ research competence is one of the most important conditions for training competitive specialists. Especially in the field of chemistry, combining theoretical knowledge with practical activity contributes to the development of students’ scientific thinking and research skills. In this regard, the integration of elements of real chemical synthesis into the educational process is considered an актуал pedagogical task.
The purpose of the study is to determine the pedagogical effectiveness of developing students’ research competence through teaching the synthesis of aminophosphonates in the organic chemistry course.
Materials and methods. The study employed theoretical (analysis, comparison, and systematization of scientific literature) and empirical (pedagogical experiment, observation, and analysis of practical work) methods. The pedagogical experiment was conducted among third-year students majoring in Scientific Chemistry at the Kazakh National Women’s Pedagogical University. A total of 24 students participated in the study: 12 students were assigned to the experimental group and 12 to the control group. The experiment was organized within one academic module of the Organic Chemistry course.
Results. The results showed that students in the experimental group achieved higher levels in the main indicators of research competence: ability to plan experiments – 83% (57% in the control group), ability to draw scientifically grounded conclusions – 81% (56%), and level of learning motivation – 89% (54%). In terms of data analysis skills, the experimental group demonstrated a rate of 60%, showing a positive trend compared to the control group (56%).
Conclusion. The integration of aminophosphonate synthesis into the educational process proves to be an effective pedagogical solution that promotes the development of students’ research skills and demonstrates that research-based learning is more effective than traditional teaching methods.
References
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