Organization of chemistry lessons based on creative thinking and innovative instruction

Abstract

Contemporary chemistry education increasingly requires learning environments that develop learners’ creative thinking, problem-solving, and scientific communication skills. This thesis focuses on organizing chemistry lessons through innovative instruction that shifts the classroom from memorization to inquiry, modeling, and evidence-based reasoning. The proposed approach integrates problem-based and project-based learning, interactive discussion techniques, and the purposeful use of digital tools such as simulations and virtual laboratories to visualize abstract concepts and support safe experimentation. Lesson organization is structured around clear learning outcomes, motivating real-life contexts, collaborative tasks, and formative feedback that guides learners’ reflection and improvement. As a result, students are expected to demonstrate higher engagement, deeper conceptual understanding, and improved ability to generate original explanations, test hypotheses, and apply chemical knowledge to everyday and environmental contexts [1].