CONSTRUCTIVIST PEDAGOGICAL MODELS FOR DEVELOPING SKILLS THROUGH CHROMATOGRAPHIC PROBLEM-SOLVING TASKS.

UDK: 373.167.1:543.544:37.015.3 CONSTRUCTIVIST PEDAGOGICAL MODELS FOR DEVELOPING SKILLS THROUGH CHROMATOGRAPHIC PROBLEM-SOLVING TASKS. Abduraximova Shahlo Azim qizi E-mail: [email protected] A student of the Chemistry program at the Faculty of Natural Sciences, Uzbekistan-Finland Pedagogical Institute. Kosimova Xurshida Rajabboyovna E-mail: [email protected] Assistant Lecturer at the Department of Chemistry, Faculty of Natural Sciences, Uzbekistan-Finland Pedagogical Institute. https://doi.org/10.5281/zenodo.15665519 Abstract: This article explores the application of constructivist pedagogical models in teaching chromatographic analysis, with a focus on skill development through problem-solving tasks. The research emphasizes how learners actively construct knowledge by engaging in hands-on chromatographic exercises that simulate real-world analytical problems. Various teaching strategies rooted in constructivist theory—such as inquiry-based learning, collaborative experiments, and reflective thinking—are examined for their effectiveness in enhancing students’ analytical competencies. The paper also provides a methodological framework for integrating chromatographic problem-solving into the chemistry curriculum, contributing to the development of higher-order thinking skills and scientific literacy. Findings suggest that constructivist approaches significantly improve students’ conceptual understanding, engagement, and practical skills in chromatographic analysis. Keywords: Chromatographic analysis, constructivist pedagogy, problem-solving tasks, skill development, chemistry education, inquiry-based learning, analytical thinking, laboratory activities, active learning, scientific literacy.