Author Information
Indira Aimbetova, Akhmet Yassawi International Kazakh-Turkish University, KazakhstanDinara Berdi, Akhmet Yassawi International Kazakh-Turkish University, Kazakhstan
Akylbek Meirbekov, Akhmet Yassawi International Kazakh-Turkish University, Kazakhstan
Abstract
The article examines the scientific and methodological principles underlying the development and implementation of a task system aimed at fostering functional literacy within the Grade 7 chemistry curriculum. The relevance of the study is обусловлена limited laboratory infrastructure in many Kazakhstani schools, especially in rural areas, as well as insufficient integration of digital and interactive learning tools. These constraints reduce opportunities for experimental work and hinder the development of research skills and scientific literacy required by modern educational standards and international assessments such as PISA and TIMSS. The study aims to design and pedagogically validate a system of contextual, experimental, problem-based, and analytical tasks that connect theoretical chemical concepts with real-life situations. The methodological framework includes curriculum and document analysis, comparative pedagogical analysis, task classification, and elements of inquiry-based and competence-oriented learning approaches. The empirical component involved surveys of 120 school students and 120 undergraduate and master’s students enrolled in chemistry-related programs. The findings indicate that systematic use of functionally oriented tasks increases students’ interest in chemistry by 32–47%, enhances analytical and experimental skills, and supports the development of scientific thinking and environmental awareness. The results demonstrate that the proposed task system significantly improves the quality of chemistry instruction at the lower secondary level while serving as an effective tool for developing functional literacy and research competencies. The developed instructional package has strong practical applicability and can be adapted for use across diverse educational contexts.
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