THE ESSENCE, OBJECTIVES, TYPES, AND DIDACTIC POTENTIAL OF THE COMPETENCY-BASED APPROACH IN CHEMISTRY EDUCATION

Togayeva Maftuna Akramovna; Abduraxmonova Madina Sunnattulla qizi; Toshpulatova Mehribonu Jamshidovna

Authors

Togayeva Maftuna Akramovna Assestent of Department of Chemistry Samarkand State Pedagogical Institute
Abduraxmonova Madina Sunnattulla qizi Student in Group 542 of the Chemical Education Program Samarkand State Pedagogical Institute
Toshpulatova Mehribonu Jamshidovna Student in Group 412 of the Chemical Education Program Samarkand State Pedagogical Institute

Keywords:

Chemistry education; competency-based approach; scientific literacy; inquiry-based learning; laboratory competence; contextual tasks; formative assessment; didactic model.

Abstract

This article examines the theoretical essence, educational objectives, principal types and didactic potential of the competency-based approach in chemistry education. The study uses an integrative conceptual review of educational frameworks and selected peer-reviewed research, combined with didactic comparison and model construction. Competence is interpreted as an observable ability to mobilize chemical knowledge, experimental procedures, reasoning and responsible attitudes in meaningful contexts. The analysis distinguishes eight mutually connected competency domains: conceptual-representational, experimental-safety, inquiry-critical, quantitative-analytical, digital-information, communication-collaboration, environmental-ethical and self-regulatory-pedagogical.