I. V. Gerasimova, V. A. Shelontsev
Omsk State Pedagogical University, Omsk, Russian Federation 2Omsk Humanitarian Academy, Omsk, Russian Federation
Comparative analysis of the memorizing productivity of educational material on inorganic and organic chemistry by students
Abstract: The following work studies the productivity of voluntary and involuntary memorization of educational material on inorganic and organic chemistry by schoolchildren. It is suggested that if students are involved in solution of cognitive tasks such as classification, abstraction, comparison of chemical objects, the effectiveness of involuntary memorization will be statistically significantly higher than voluntary. The study involved 11th grade schoolchildren. The formulas of inorganic and organic substances were chosen for memorization. The stimulus material consisted of 6 sets of 12 cards each: three sets with formulas for inorganic substances and three with formulas for organic substances. In the experimental series of block A, students solved cognitive tasks of different types: by classifying given objects, excluding an “extra” object from the set (abstraction), identifying and establishing relationships in a pair of substances (comparison). In the experimental series of block B, students solved mnemonic problems on the stimulus material used in the series of block A. After completing each experimental series, the schoolchildren had to reproduce the maximum number of memorized chemical formulas. Using statistical criteria (Mann -Whitney criterion and Fisher’s angular transformation), it was revealed that educational material on inorganic and organic chemistry is memorised by schoolchildren with the same effectiveness. The productivity of involuntary memorization when solving different types of cognitive tasks does not have statistically significant differences, but statistically significantly differs from the effectiveness of voluntary memorization. The use of cognitive tasks of different types has a productive effect on the involuntary memorization of educational chemical material by schoolchildren, which can be used when organizing training in inorganic and organic chemistry.
Keywords: educational material in chemistry, involuntary memorization, voluntary memorization, productivity of involuntary memorization, educational and cognitive task, classification, abstraction, comparison.
Paper submitted: August 9, 2021.
For citation: Gerasimova I. V., Shelontsev V. A. (2022). Comparative analysis of the memorizing productivity of educational material on inorganic and organic chemistry by students. Russian Journal of Social Sciences and Humanities, vol. 16, no. 1, pp. 186–195. DOI: 10.17238/issn1998-5320.2022.16.1.21.
