Практичний Стан Використання Групової Роботи На Заняттях З Хімії В Умовах Дистанційного Навчання
Year: 2025
Type: article
Study design: Observational Study
Abstract: The article is dedicated to analyzing the experience of teaching chemistry using group work in distance learning to identify changes in the use of group activities and a broad spectrum of educational formats and to make suggestions for improving the conditions for its organization. A significant number of scientific works on the specified problem were examined, and the results of a survey of 526 pedagogical workers of secondary education institutions from across 18 regions of Ukraine and the city of Kyiv were analyzed. It was found that group work in chemistry classes in the context of distance learning remains insufficiently studied. The methods of questionnaire analysis, identification, comparison, generalization, and deduction were employed in this research. The survey was conducted to determine the current situation of chemistry teachers' use of student group work. A comparison of the proportion and frequency of group work in chemistry lessons during full-time (traditional) and distance learning was presented in the article. It was shown that the introduction of distance learning has led to less activity efficiency in groups of chemistry classes. The main reasons for the insufficient use of group work during distance learning were identified: the unsatisfactory condition of the technical equipment of the participants in the educational process and the need for additional training of pedagogical workers. The optimal duration for online group learning sessions was substantiated. It has been established that most teachers use short-term group work, and sessions lasting more than 20 minutes are rarely tutored. Although group work could be conducted during out-of-school hours, it was most often used in online classes according to the schedule.
Author: О. С. Семерик
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4410175120