Abstract:

The article defines the basic organizational and methodological conditions for the use of digital laboratories in the system (hierarchy) of principles, basic requirements for activity, behavior, etc. It was established that the hierarchy of principles for the implementation of the educational process in school includes three levels: the first − the principle provisions of the general theory of knowledge, methodological or meta-principles; the second − didactic principles; the third is the principles of the teaching methodology or the conditions that take into account the peculiarities, in particular, the use of digital laboratories during the teaching of chemistry. The reasons limiting the use of digital laboratories in chemistry lessons were identified: lack of methodical literature; equipment; time limits in the lesson; the predominance of an illustrative chemical experiment, insufficient attention to problematic, searching and experimental; the use of concepts whose content goes beyond educational curricula.

The main problems of the use of digital laboratories have been identified: the danger of switching the attention of schoolchildren from the phenomenon being studied to interaction with measuring devices; replacement of educational goals; instead of studying the phenomenon − data registration; decrease in the efficiency of the student's independent work; the difficulty of establishing cause-and-effect relationships between the observed phenomenon and the graphs on the screen («black box effect»); the fading of the «novelty effect», the gradual decline of the initially high cognitive interest in working with digital laboratories. It is shown that conducting quantitative experiments with the use of digital laboratories creates objective conditions for the organization of joint (group) types of students' cognitive activities. To activate cognitive activity, a «cyclical model» of posing and solving problems is implemented based on a constructive approach, which involves discussion between students, creating conditions for meaningful and intellectual reflection, as well as for predicting the consequences of decisions made. Methodical conditions for the use of digital laboratories are formulated: the dominance of the didactic purpose, the expediency of using digital laboratories, the difficulty of learning, the awareness of performed actions and knowledge, the shortness of the experiment, the variability of the use of digital laboratories. The requirements for the organization of research from digital laboratories are defined.

Keywords: organizational and methodological conditions, use, digital laboratories, students, quantitative experiments, chemical experiment, cognitive interest, computer.

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