Didactic model of the “Chemistry training process” system when applying semiotic approaches

Abstract The present development uses the modeling method described in the literature and proposed a new didactic, functional model of the “chemistry training” system in the application of semiotic approaches: semantic, pragmatic, and syntactic. The main objective of creating such a model is to demonstrate the specific activities of the subjects “teacher” and “pupil” when familiarizing themselves with chemical symbols and their study by students. The added new components in the model “Technology of chemistry training”, “Semiotic information” and the clarified links between them, lead to a complete change in the way the described system works. The developed didactic model makes it easy to guess the relationship between a new learning situation and a result, that is, to predict an unknown process or phenomenon. This model makes it possible to formulate a reasoned hypothesis of the study.