Abstract
The article provides a theoretical justification of the essence of functional literacy of schoolchildren in chemistry education and reveals the didactic potential of competency-based tasks as a means of its formation in the context of the modern transformation of general secondary education. The relevance of the study is determined by the need to improve the level of natural science training of students in accordance with modern educational outcomes and the requirements of international monitoring studies on the quality of education. The methodological basis of the study consists of general scientific and special methods: analysis and synthesis of psychological and pedagogical sources, generalization of the provisions of regulatory and legal documents, comparative analysis of experience, modeling of the structure of a competency-based task, as well as theoretical construction of a system of tasks taking into account the logic of developing functional literacy. As a result of the study, the content of the concept of “functional literacy” in the context of chemistry education as an integrative quality of personality, combining cognitive, operational-activity, value-motivational, and reflective components, has been clarified. It has been proven that its formation involves the organization of educational activities aimed at applying subject knowledge in real or simulated life situations, analyzing experimental and statistical data, providing reasoned justification for conclusions, and making responsible decisions. The requirements for the design of competency-based tasks in chemistry are substantiated: the presence of a problem-based contextual basis, the integration of interdisciplinary knowledge, the use of various forms of information presentation (text, table, graph, research results), openness or multi-variant solutions, and criteria-oriented assessment of results. The example of the “Clean Water” project demonstrates the implementation of a structural model of a competency-based task, which includes problem formulation, research planning and implementation, interpretation of the data obtained, and formulation of generalized conclusions. It is shown that such an organization of learning ensures the development of cause-and-effect thinking, the ability to work with evidence, transfer knowledge to new situations, and realize the social significance of chemical knowledge. The results confirm the feasibility of the systematic implementation of competency-based tasks as a condition for the formation of functional literacy of schoolchildren in chemistry education.
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