Abstract
The article provides theoretical and empirical justification for the use of multivariate methods of analysis to implement different types of models in the study of the productivity of involuntary and combined memorization by students in learning chemistry.
Highlights
Statistical methods of analysis allow us to solve experimental problems in chemistry teaching methodology, the result of which is the construction of models of pedagogical phenomena
The essence of the method is that the students were given sets of cards, with which they worked for different time, solving a cognitive problem of classification of inorganic substances or mnemic problem using the cognitive method of classification
Models showing explanatory functions should be based on the simultaneous use of several statistical methods or multivariate methods of analysis [9]
Summary
Statistical methods of analysis allow us to solve experimental problems in chemistry teaching methodology, the result of which is the construction of models of pedagogical phenomena. Description model can be called any description of an object or any phenomenon, including in psychological and pedagogical researches These models state characteristics and properties of an object, but they do not explain why these phenomena have such and not another nature. The last type of models is predictive They are necessary for distribution of research results on similar or close to similar situations, and for possibility to describe object behavior in these situations, possibility to foresee its development in the future. This type of models answers the question of what changes this or that impact on the object under study will lead to. Sereda [5] point out that thinking is a necessary condition for memorization, as fixing material in the memory is accompanied by its logical processing, which relies on revealing connections and relations in this material
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