XIII Международная студенческая научная конференция Студенческий научный форум - 2021

Students ' perception, understanding of the acquired knowledge, skills in various subjects, give an impetus to their general intelligence, give a creative character to cognitive activities, systematize all the acquired knowledge. Interdisciplinary communication is a condition for determining the relationship between different academic disciplines and one of the requirements of education and training. The need for interdisciplinary communication arises from the tasks of forming a system of scientific knowledge and beliefs that reflect the unity of the world. It contains leading and generalized principles of interaction between nature, society, and people at the level of groups of academic disciplines. On the basis of interdisciplinary communication, knowledge is systematized, their strength is ensured.Therefore, depending on the content of environmental education, it is necessary to determine the amount of basic concepts that will be covered in relation to the course of organic chemistry [1]. And the main environmental concepts developed in the course of studying organic chemistry include the environment, biochemical circulation of substances, environmental pollution, and protection from chemical pollution. The expediency of their introduction is due to the selection of the necessary arguments to justify the reason for the decline in the quality of the state of the environment and to the demonstration of the ability of the human race to make the relationship between nature and society more effective. Each of these concepts has a complex structure, consisting of individual concepts related to many chemical phenomena, which form a set of elements of environmental knowledge.Such general and some individual concepts should be grouped around the leading environmental trends inherent in the subject of organic chemistry as an academic discipline [2]:

a) the role of chemical phenomena in the biosphere; ə) the role of production in the environment;

b) scientific and technological progress and the natural environment.

The role of chemical phenomena in the biosphere is grouped around such concepts as the circulation of substances in nature, the influence of chemical compounds on biological systems of the natural environment, and chemical pollution of the natural environment.

When determining the production problem, the content of this direction is enriched on the basis of the formation of such concepts as chemical pollutants, limits of fluctuations in chemical parameters for the normal functioning of the biosphere, sources of pollution [3].In order to expand knowledge about chemical pollution of the environment by explaining the direction of scientific and technological progress and the natural environment, as well as protecting nature from pollution and spoilage, students are introduced to the achievements of Science and technology. This direction is surrounded by the possibility of integrated use of Natural Resources, waste-free technologies, chemical methods of protecting the natural environment from pollution, concepts of technical devices for nature protection, environmental education in the process of studying the compiled course of organic chemistry.

The organization of independent work of students with a teacher and independent work of students is the most important factor in improving all educational and scientific activities of the Higher School, through which the student is formed a deep understanding of the scientific issue, competence, confidence, perseverance to stand in their point of view [4].

Improving the planning of the organization of independent work of students, increasing the role of a specialist with higher education in the formation of an individual, finding effective ways to manage and direct independent work is one of the main problems of pedagogical didactics.

The transition to Credit Technology in higher education institutions will allow students to strengthen their individual work and master the business category. Integration of thinking, communication and activity is the norm of the activity of a modern specialist, so students should study these categories. In accordance with this, it is possible to comprehensively apply training methods in an active and very active (interactive) mode.

In order to organize training in a higher educational institution in an active and very active mode, it is necessary to observe the principles of pedagogical interrelationship between subjects in the educational process.

The introduction of a very active learning method ensures the creation of a strong "I" position, an adequate self-assessment, and the realization of potential.

A very active method of teaching should be used in the process of conducting all types of classroom classes with students. These methods help the teacher systematize various learning situations that occur in the learning process in real life, including professional situations with environmental knowledge. The combination of such active methods as problem lectures, "chemical symposium", "brainstorming", "aquarium", "snow Weaver", "Project competition" heuristic interviews, project groups helps the teacher to generate students ' own thoughts, think non-standard, and provide them with creative support for themselves [5].

The use of seminars, debates, role-playing games, elements of imitation and modeling, discussions in training not only contributes to the training of materials in a particular case, but also forms the ecological, socio-cultural interaction of participants. At the same time, the teacher, coordinating the cognitive process, advises, helps students in their professional self-determination. Coordination and activation of the cognitive process in higher education institutions also occurs with the help of modern information, computer and telecommunications technologies.

In the credit system of training, along with the traditional form of training, non-traditional forms of training occupy a wide Place: problem lectures, lectures-conversations, discussions.

Organic chemistry has now become the largest, most important field of chemistry. Chemistry, as a science, has set clear practical goals since its inception and since then has become necessary for humanity to obtain as many natural substances as possible: metals and ceramics, lime and cement, glass and concrete, paints and medicines, explosives and fuels and lubricants, rubber and plastics, chemical fibers and materials necessary for electronics with the desired properties. Chemical products are widely spread in all areas of our life, in our daily life. The environment around us is closely connected with the chemical industry, so chemistry is developing rapidly from day to day, from year to year, new substances related to chemistry are constantly appearing.[6].In addition, one of the serious problems facing the world community is the deterioration of the human environment under the influence of chemistry. The only way to solve this is to form an environmentally educated personality.

Therefore, all chemical knowledge acquired over many centuries is subject to only one main goal of chemistry - the task of obtaining substances that have the necessary property.

In colleges, according to the training program of the course" Organic Chemistry", a lecture course, practical and laboratory classes in organic chemistry are held, through these forms of training theoretical material is given, special attention should be paid to environmental education. Because even in the analysis of scientific and methodological manuals, literature, in the process of teaching the course of organic chemistry in educational institutions, the environmental education of students in the republic is not exhausted. Therefore, our research work has developed the structure of environmental education in the process of teaching the course of organic chemistry through the concepts of organic chemistry, environmental and environmental concepts for the environmental education of students.[2]

The ecological concept includes integrated concepts that reflect natural legal relations and the importance of the environment and living organisms, and environmental, socio – economic, organizational, and technological aspects aimed at improving the state of the environment. Then the connection and mutual agreement between chemical, ecological, and environmental concepts allow us to see them in a system of a concentric level.

In educational conditions, it is impossible to learn a truly scientific structure of knowledge, so to determine the scientific basis of the discipline, a structural system of environmental knowledge should be developed in the process of teaching the course of organic chemistry:

- substantiate the goals and objectives of teaching organic chemistry in college with specific examples included in environmental education;

- show the main directions and reveal the essence of greening the course of organic chemistry

- analysis of environmental problems of organic compounds included in the content of the course of organic chemistry in accordance with these areas;

- in parallel to carry out the formation of environmental concepts in the process of formation of basic chemical concepts

- explanation of the methodology of familiarization with industrial and agricultural production from the point of view of environmental problems;

- to consider environmental education as fundamental for the implementation of intersubject relations and the formation of students ' holistic view of nature and society

Environmental knowledge obtained by students in lecture courses is supplemented and refined in laboratory and practical classes. In the laboratory work, students together with an understanding of the cognitive role of chemical experiments:

- learn how to correctly set up a chemical experiment and perform a demonstration in accordance with the requirements of the dtdak;

- learn to control each type of educational experiment, effectively organize research and correctly summarize the results;

-in each practice, organizational, general laboratory and subject-research skills of students are planned and implemented in advance.

The improvement of the content of the chemical experiment from an ecological point of view was carried out by K. O. Shaikheslyamova, who identified five directions for greening the chemical experiment. [3]

- use analytical methods to determine the ecological state of the environment;

- cleaning and disposal of waste generated in chemical reactions;

- the use of chemical experiment for the understanding of natural phenomena;

- study of the effects of certain substances on living organisms and ecosystems;

- the establishment of ecological experiments

When implementing these areas, students become more familiar with the environment.

As for the example, one of the first topics in the course of organic chemistry is "hydrocarbons". The simplest representative of hydrocarbons is methane. Methane is a chemical concept. Paying attention to the issues of nature protection included in the content of the theory, along with familiarizing students with the properties, methods of production, use of methane, the elongation of methane, special attention is paid to the shortcomings of the technology for obtaining and transporting these substances and, as a result, air, water, and soil pollution.

Bacteria that oxidize hydrocarbons decompose about 15.2•107 tons per year, forming carbon dioxide in the environment:

Environmental protection measure: methane is produced by the raw material of organic synthesis-chloromethane by chlorination using the method of waste-free technology in industry:

In the process of forming concepts, students form an idea about the accumulation of methane in the air, the role of bacteria that prevent them in nature and the formation of carbon dioxide, as well as students-about the negative impact of methane in the biosphere, about the balance of nature. In this regard, the role of the concept of duality of chemical production is developing and deepening. First, the production of organic substances necessary for society, the national economy, and secondly, the pollution of nature by industrial waste. The purpose of the training stage is to develop and deepen chemical, environmental and environmental concepts.

In conclusion, the tasks and goals of environmental education of the younger generation, the education of a citizen who deeply feels the unity of nature and human life, who knows how to protect and preserve nature, should not destroy their significance today, but develop again and again and achieve certain results.

REFERENCES

1.Adesoji, F. A., & Raimi, S. M. (2004). Effects of enhanced laboratory instructional technique on senior secondary students' attitude towards chemistry in Oyo township, Oyo State, Nigeria. Journal of Science Education and Technology, 13(3), 377-385.

2.Aksela, M. (2005). Supporting meaningful chemistry learning and higher-order thinking through computer-assisted inquiry: A design research approach. Helsinki: University of Helsinki.

3. Barr, D. A. (2008). The leaky pipeline: Factors associated with early decline in interest in premedical studies among underrepresented minority undergraduate students. Academic Medicine, 83(5), 503-511.

4. Bennett, J., Hogarth, S., & Lubben, F. (2003). A systematic review of the effects of context-based and science-technology-society (STS) approaches in the teaching of secondary science.EPPI-Centre and University of York.

5.Bilgin, A. K., Yurukel, F. N., & Yigit, N. (2017). The effect of a developed REACT strategy on the conceptual understanding of students: 'Particulate nature of matter'. Journal of Turkish Science Education, 14(2), 65-8

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