SPIRAL LEARNING AS A MEANS OF FORMING SUBJECT COMPETENCIES

Abstract

In the context of modernizing the education system of the Republic of Kazakhstan, the implementation of effective pedagogical approaches aimed at developing sustainable subject competencies among students is gaining particular importance. One such approach is spiral learning, which involves repeated revisiting of educational material at different stages with gradually increasing complexity.

This article discusses the introduction of a spiral learning model in teaching the topic of "Nitrogenous Heterocycles" in the school chemistry curriculum. The relevance of this topic is includes both:  terms of curricular content and terms of developing chemical skills. These skills enable students to analyze molecular structures, predict properties, work with chemical equations, and conduct experiments.

Research Goal: To justify and practically apply the spiral dynamics of learning as a means of forming chemical competencies among students while studying the topic «Nitrogen Heterocycles» under the updated educational content.

Research Objectives:

1. Analyze the theoretical foundations of spiral learning and its pedagogical significance in modern education.
2. Assess the effectiveness of the spiral model in forming students' chemical competencies and identify prospects for its further implementation in school practice.

The study also presents elements of a pedagogical experiment aimed at evaluating the effectiveness of applying the spiral model within the school curriculum. It describes the stages of forming chemical competencies through the repeated study of a topic with increasing complexity, as well as examples of integrating theoretical and practical tasks. The research results indicate a positive impact of the spiral approach on learning quality, student motivation, and cognitive interest. Conclusions are drawn regarding the feasibility of integrating elements of spiral learning into chemistry teaching methods under the updated curriculum.