ORGANIZATION OF CHEMISTRY LESSONS IN SECONDARY SCHOOLS THROUGH VARIOUS DIDACTIC GAMES

O'zbekiston-Finlandiya pedagogika instituti Tabiiy fanlar fakulteti kimyo kafedrasi mudiri, t.f.n., PhD, dots., Bobojonov Jamshid Shermatovich taqrizi ostida

Abstract

This article explores the utilization of didactic games as a pedagogical approach for organizing chemistry lessons in secondary schools. With a growing emphasis on active learning and student engagement, educators are increasingly incorporating interactive and experiential methods into their teaching practices. Didactic games offer a dynamic platform to enhance student participation, reinforce concepts, and foster a deeper understanding of chemistry principles. By integrating games into lesson planning, educators can create immersive learning experiences that promote critical thinking, problem-solving, and collaboration among students. This abstract provides an overview of the benefits and strategies for incorporating didactic games into chemistry instruction, highlighting the importance of leveraging gamified approaches to enrich the learning environment in secondary school classrooms. Chemistry education plays a vital role in preparing students for careers in science and technology. However, traditional teaching methods often fail to capture students' attention and promote deep understanding of the subject. In order to overcome this challenge, innovative teaching methods are needed to revolutionize chemistry education. This article explores the use of gamified lesson planning and active learning strategies to enhance student engagement and concept mastery in chemistry classrooms.