Pedagogical conditions for activating cognitive activity of ninth-grade students in a modern chemical education environment

The aim of the study is to identify, theoretically substantiate, and experimentally verify the effectiveness of pedagogical conditions for activating the cognitive activity of ninth-grade students in a modern chemical education environment. The scientific novelty lies in clarifying methodological approaches, principles and identifying pedagogical conditions for activating the cognitive activity of students in a modern chemical education environment. The article clarifies relevant pedagogical principles: taking into account the characteristics of the modern chemical education environment; age and cognitive characteristics of students. Pedagogical conditions for activating cognitive activity in chemistry teaching are identified: creating an atmosphere of cooperation and support in a digital learning environment; implementing active and interactive digital teaching methods; personalizing the learning process; solving calculation problems containing a connection with real life, and experimental tasks with environmental content. In addition, the article characterizes the modern educational environment of chemical education in terms of its content and structural components (spatial-subject, social, didactic) and reveals its key feature. The concepts of cognitive activity and activation of cognitive activity are specified. The following are proposed as criteria and indicators for activating cognitive activity: motivational (academic motivation); activity-based (independence in cognitive activity; success in project and research activities); emotional (anxiety; interest and curiosity). During the experimental work on activating the cognitive activity of students in a modern chemical education environment, traditional pedagogical technologies were used, supplemented by innovative tools (digital and virtual laboratories, digital 3D modeling, interactive educational quests, digital video experiments, personalized variable exercises on digital educational platforms and the teacher’s website). In general, the practical testing of the identified pedagogical conditions showed a statistically significant increase in academic motivation, demonstrated a decrease in anxiety, an increase in interest in the subject, and an improvement in academic performance of students.