ARTICLE
2025 Vol 4 · No 5
EN fe0b695702b0
CONSTRUCTIVIST PEDAGOGICAL MODELS FOR DEVELOPING SKILLS THROUGH CHROMATOGRAPHIC PROBLEM-SOLVING TASKS.
Research Focus International Scientific Journal, 4(5), 20–23 · ISSN 2181-3833
Annotatsiya
This article explores the application of constructivist pedagogical models in teaching chromatographic analysis, with a focus on skill development through problem-solving tasks. The research emphasizes how learners actively construct knowledge by engaging in hands-on chromatographic exercises that simulate real-world analytical problems. Various teaching strategies rooted in constructivist theory—such as inquiry-based learning, collaborative experiments, and reflective thinking—are examined for their effectiveness in enhancing students’ analytical competencies. The paper also provides a methodological framework for integrating chromatographic problem-solving into the chemistry curriculum, contributing to the development of higher-order thinking skills and scientific literacy. Findings suggest that constructivist approaches significantly improve students’ conceptual understanding, engagement, and practical skills in chromatographic analysis.
Kalit so‘zlar
Chromatographic analysisconstructivist pedagogyproblem-solving tasksskill developmentchemistry educationinquiry-based learninganalytical thinkinglaboratory activitiesactive learningscientific literacy.
Iqtibos keltirish
qizi, Abduraximova Shahlo Azim; Rajabboyovna, Kosimova Xurshida (2025). CONSTRUCTIVIST PEDAGOGICAL MODELS FOR DEVELOPING SKILLS THROUGH CHROMATOGRAPHIC PROBLEM-SOLVING TASKS.. Research Focus International Scientific Journal, 4(5), 20–23. https://doi.org/10.66073/researchfocus.v4i5.1606