https://doi.org/10.36719/2707-1146/53/4-8
Nigar Babayeva
Azerbaijan State Pedagogical University
PhD in Chemistry
https://orcid.org/0000-0001-8954-7210
Sevinj Mustafayeva
Azerbaijan State Pedagogical University
Master student
https://orcid.org/0000-0001-8954-7210
Advantages of Using Intellect Maps in Chemistry Lessons
Abstract
The aim of this study is to learn the effect of using intellect maps during the Chemistry lessons and by this method on the mastering of the topic, the productivity of the lesson.
The study is based on the example of teaching the topic Ammonia using the intellect map method, which is recommended for teaching Chemistry in secondary schools. It has been shown that during the teaching of the subject, the written text that explained the content of the lesson should be consistent with the sequence in the corresponding mind map specially constructed by each student, and the branching to start from the main idea (topic name) should be carried out clockwise, covering the details and subtleties of the subject. It has been determined that the application of inductive and deductive methods in the form of interaction in the teaching of Chemistry serves to more easily master the topics of the subject of Chemistry. The main forms of thought are to create logical and critical thinking in students which are inductive thinking (induction) and deductive thinking (deduction). Induction is to unite examples under one principle according to them, that is, carry these examples to a general principle (from the specific to the general); the other form of thinking is deductive thinking (deduction). It has been noted that inductive thinking involves moving from the parts of a single whole (from the specific) to the whole, and deductive thinking involves moving from a single whole (from the general) to the parts of the whole.
Keywords: intellect map, complete, ammonia, thinking, experiment, inductive, deductive, logical, critical, creative, wit brains