INTEGRATIVE APPROACH TO FORMING FUNCTIONAL KNOWLEDGE BY MEANS OF RESEARCH ACTIVITY WHEN STUDYING CHEMICAL DISCIPLINES

Abstract

The article provides a theoretical analysis of the integration approach to the formation of functional knowledge in the process of research study of chemical disciplines. The concept of "functional knowledge" is considered as a multilevel integrated formation that combines cognitive concepts, operational skills and reflective-value attitudes, ensuring their mobility in new educational, interdisciplinary and professional contexts. It is emphasized that functional knowledge differs from declarative and procedural knowledge in a high level of integration, contextuality and transferability. It is substantiated that it is research activity, organized according to a three-level model (reproductive - reconstructive - heuristic levels), that acts as a key mechanism for the formation of functional knowledge in the educational process. A set of didactic conditions for the effective implementation of the integration approach is presented: problem-oriented content, digital experimental platforms, flexible modular curriculum structure, multi-level assessment system. Three components of the integration and research environment model are identified: content (cross-cutting themes, interdisciplinary coordination), procedural (blended learning, STEM projects, digital laboratories) and evaluative and reflective (portfolio, self- and peer assessment, digital control formats). Potential risks of implementing the model are indicated (content overload, insufficient teacher readiness, limited laboratory facilities) and ways to minimize them through the digitalization of research and improving pedagogical qualifications are outlined. The model ensures the transformation of subject knowledge into functional knowledge, is focused on the development of research autonomy of education seekers, and meets the requirements of competency-based and STEM-oriented chemical education. Particular attention is paid to the role of interdisciplinary cases that stimulate the application of knowledge in new contexts. It is shown that the effectiveness of the model increases when students are involved in ethically understanding research results. The prospects for scaling the integration model into the system of professional pre-university and higher chemical education are outlined.