Problems and solutions in teaching the topic of hydrogen from an acmeological perspective

Abstract

This article examines the problems related to teaching the topic of hydrogen within the framework of the acmeological approach and explores possible solutions. Since the acmeological approach aims to stimulate students' personal and professional development, the properties and applications of hydrogen should be taught using new methods from this perspective. Research findings indicate that the use of interactive methods increases students' interest in the topic and helps deepen their knowledge. As one of the fundamental subjects in natural sciences, chemistry shapes students' worldview and critical thinking skills. Hydrogen is one of the fundamental elements of chemistry, and its proper teaching enables students to acquire a deeper understanding of the subject. However, to ensure active student participation in the teaching process, existing methodological approaches need to be reevaluated [1].