Experimental study on the impact of semiotic approaches on students’ knowledge of chemical symbolism in seventh and eighth grade

Abstract

Abstract Experimental work in its milestones is carried out according to the following algorithm: 1. Development of a methodological system, including additional training content in Chemistry and Environmental Protection for the seventh and eighth grades /purposefully selected urological fragments, exercises and summary lessons/, in which the subject of study is chemical symbolism, with the application of semiotic approaches - semantic, pragmatic and syntactic. 2. Conducting a pedagogical experiment to establish the effectiveness of the developed methodological system. 3. Analysis of the results of the pedagogical experiment. The pedagogical experiment is included in the work as the main method of researching the influence of semiotic approaches on the knowledge and skills of students for the proper use of chemical symbols. By conducting a pedagogical experiment, it has been shown that the use of the three semiotic approaches in Chemistry and environmental training facilitates and improves the understanding of the complex meaning of chemical symbols by students. The analysis of the results of the written control works in the seventh and eighth grades shows the existence of significant qualitative differences in students’ knowledge of how to identify chemical objects and the degree of skills formed to reveal the information embedded in chemical symbols.