Julija Grigorjevaitė
Encouraging Critical Thinking in Chemistry Classroom
Encouraging Critical Thinking in Chemistry Classroom
Julija Grigorjevaitė
Vilnius University, Faculty of Chemistry and Geosciences, Institute of Chemistry,
Lithuania
The Chemistry subject in school is well known as one of the most difficult and least liked by students. Chemistry often presents complex abstract concepts and requires a strong foundation in mathematics, which can be challenging for many students to understand. Critical thinking skills enable students to approach these concepts analytically, fostering deeper understanding and the ability to connect theories with real-world applications, thus making chemistry more accessible and engaging. Another distinctive aspect of chemistry lies in its reliance on chemical models to describe phenomena. Unlike observable changes in color and substance, many chemical processes occur at the molecular level, beyond direct perception. Consequently, theories in chemistry often hinge on mathematical calculations, bridging theoretical frameworks with the tangible properties of reactions. This necessitates a nuanced understanding of abstract concepts and their practical implications, underlining the interdisciplinary nature of chemistry. Critical thinking techniques can help in learning and deepening the subject of chemistry.
In 1933, outlining his perspective on education, Dewey portrayed the reflective thinker as someone capable of adapting their cognition, decision-making processes, and conclusions by synthesizing external information with internal experiences. Dewey’s impact on the discourse surrounding cognition and the formation of thoughts was profound, redirecting educational approaches from mere memorization of textbook content towards active engagement with and interpretation of the information contained within. Paradigm shift in chemistry education towards a more holistic approach that prioritizes the development of critical thinking skills alongside content knowledge. By embracing critical thinking as a cornerstone of chemical education, we can empower students to become adept problem-solvers, lifelong learners, and conscientious contributors to the scientific community and society at large.
Key words: chemistry, didactics, critical thinking
Biography:
Julija Grigorjevaitė is the Head of the Didactic Center and a lecturer at the Faculty of Chemistry and Geosciences at Vilnius University, Lithuania. In addition to her academic role, she teaches chemistry at the Business and Hospitality Training Center. She is a member of the Royal Society of Chemistry (AMRSC), the Lithuanian Society of Chemists, and the Lithuanian Educational Research Association. Since 2023, she has been a Council member of the Lithuanian Young Scientists Union.
Grigorjevaitė has co-authored 13 scientific articles. Her research interests have evolved from inorganic chemistry to focus on chemistry teaching and didactics.
