The article examines the methodological possibilities of using mind mapping and concept mapping methods in teaching complex topics of the organic chemistry course at higher education institutions. The aim of the study is to determine the impact of these visual learning methods on students’ understanding, systematization, and mastery of the learning material. The research was conducted among 2nd-year students of the educational program 6B05302 – “Chemistry”. A survey was used as one of the social research methods; the results of the initial survey before the practical work and the final survey after its completion were comparatively analyzed. The initial survey aimed to identify the main difficulties in mastering organic chemistry and the teaching methods considered effective by the students. The final survey was conducted separately for the control and experimental groups to evaluate the effect of visual methods on the learning process. The study results showed that the use of mind mapping and concept mapping methods positively contributes to students’ structuring of learning material, understanding of the connections between theoretical concepts, and increased interest in the subject. The article materials can serve as a methodological basis for improving the teaching process of organic chemistry and practical application of visual learning methods.

SERIKOV A.M.

2nd-year Master’s student of the educational program «7M01504-Chemistry», department of chemistry and food technology, K. Zhubanov Aktobe Aktobe regional university, Aktobe, Kazakhstan.

E-mail: a_ser03@list.ru, https://orcid.org/0009-0002-7467-2216

BEKTURGANOVA N.E.

Candidate of chemical sciences, professor, vice-rector for science and innovation, L. B. Goncharov Kazakh automotive and road institute, Almaty, Kazakhstan.

E-mail: bektur_n@mail.ru, https://orcid.org/0000-0003-3062-3340

DUZELBAYEVA S.D.

Master, senior lecturer, K. Zhubanov regional university, Aktobe, Kazakhstan.

E-mail: Sduzelbayeva@bk.ru, https://orcid.org/0000-0003-3752-8119

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organic chemistry, visual learning methods, mind mapping, concept mapping, hydrocarbons, cognitive skills, higher education institution