THEORETİCAL FOUNDATİONS OF İMPLEMENTİNG THE CASE METHOD İN SECONDARY GENERAL EDUCATİON SCHOOLS

The article explores the application of the Case Method in the subject of Chemistry. Just as the Case Method is applied in various fields of social life, its integration into the educational process should also be welcomed positively. Addressing complex situations requires active cognitive engagement and critical thinking. This approach represents a significant step toward the overall development and enrichment of thinking skills. There are broad opportunities for the preparation and application of case tasks across all subjects, including chemistry lessons. The essence of the Case Method lies in identifying possible solutions to a given situation, analyzing various alternatives to the existing problem, and selecting the most optimal one. In other words, this method is fundamentally centered on solving complex problems. Students are provided with case materials in the form of a “document set”, which includes a description of the situation, primary and supplementary resources, methodological guidelines and other supporting information. The fact that such problems do not have a single correct solution stimulates not only cognitive activity but also fosters a strong interest in learning among students. While working on case tasks, students predominantly acquire knowledge through their own initiative, which significantly contributes to the development of their practical skills. By engaging with various sources, students have the opportunity to apply their existing knowledge and skills, enhance their practical experience, express personal opinions and evaluate the perspectives of others.