PEDAGOGICAL AND PSYLOGICAL ASPECTS OF TEACHING THE "HISTORY OF CHEMISTRY" COURSE IN HIGHER EDUCATION INSTITUTIONS ON THE BASIS OF INTERDISCIPLINARY INTEGRATIVE IMPROVEMENT

Abstract

The teaching of the “History of Chemistry” in higher education institutions presents a unique blend of pedagogical and psychological challenges. In this article, we delve into the significance of interdisciplinary integrative approaches in enhancing the efficacy of this course. By amalgamating historical narratives with contemporary scientific understanding, educators can foster a deeper appreciation for the evolution of chemical thought while simultaneously addressing cognitive and motivational factors crucial for effective learning. Through an exploration of pedagogical strategies, psychological principles, and interdisciplinary frameworks, this article provides insights into optimizing the teaching of the “History of Chemistry” course at the intersection of education and psychology.