Improving the Cognitive-Algorithmic Methodology for Solving Chemistry Problems in an E-Learning Environment

Abstract

This article explores the improvement of chemical problem-solving methodology within an e-learning environment under the specialization 13.00.02 – Theory and Methodology of Education and Training. The relevance of the study stems from the necessity to overcome cognitive barriers students face in visualizing chemical processes at the submicroscopic level and applying mathematical algorithms in practice. A four-stage problem-solving model is proposed, based on the Cognitive Load Theory and the principles of "Johnstone’s Triangle." The impact of virtual laboratories and interactive simulations integrated into the LMS (Moodle) platform on student achievement rates was demonstrated through a pedagogical experiment. The results indicate that the proposed methodology increases the efficiency of solving complex, high-order problems by 26.7% compared to traditional teaching methods.