FORMATION OF COGNITIVE ACTIVITY OF STUDENTS IN THE PROCESS OF STUDYING CHEMISTRY

he socio-economic transformations in society have reshaped the educational landscape, positioning students as active agents in the learning process. This shift calls for the enhancement of cognitive activity in the educational framework, particularly in subjects like chemistry. This article explores the formation of cognitive activity among students in the context of chemistry education, with an emphasis on developing methods that encourage the transition from empirical to abstract-theoretical levels of understanding. The study aims to organize a comprehensive cognitive activity system that integrates the assimilation of chemical knowledge, cognitive teaching methods, and the development of chemical thinking. The study aims to organize and develop a comprehensive cognitive activity system in students during chemistry lessons, focusing on assimilating subject content, mastering cognitive teaching methods, and developing chemical thinking. The research adopts a systematic approach to managing cognitive activity in chemistry education. It applies a methodology that integrates empirical and theoretical levels of knowledge, facilitating a transition from reproductive to heuristic and research-based learning. The study also focuses on creating tools and methods that help students acquire a comprehensive understanding of chemistry content and develop their thinking processes. The research emphasizes the importance of cognitive operations such as analysis, synthesis, and generalization, fostering students' abilities to solve complex tasks through reproductive, heuristic, and research-based learning approaches. A theoretical model of full-fledged cognitive activity is proposed, incorporating systematic, structural, psychological, and pedagogical principles to optimize learning outcomes. The results demonstrate that effective organization of cognitive activity enhances students' mastery of chemistry, improves reasoning skills, and fosters a style of chemical thinking, ultimately contributing to higher learning achievement.