Developing modern instructional models in chemistry lessons through acmeo-interactive methods

Abstract

This article explores how acmeo-interactive methods can support the development of modern instructional models in secondary chemistry education. Acmeo-interactive practice is understood as a growth-oriented approach that combines purposeful teacher professional development with active, student-centered learning. The paper discusses how inquiry, problem-based tasks, collaborative experimentation, and reflective feedback can be organized into coherent teaching models that strengthen conceptual understanding and learner autonomy. Special attention is given to lesson design principles (motivation–exploration–explanation–application–reflection) and to assessment tools that align interaction with measurable learning outcomes. The proposed perspective positions chemistry learning as a dynamic process where students construct explanations, test ideas, and develop scientific communication skills in meaningful contexts. In contemporary education, chemistry classrooms are expected not only to transmit factual knowledge but also to develop students’ reasoning, creativity, communication, and problem-solving competencies.