THE MATHEMATICAL AND LOGICAL APPROACHES TO R&D WORK OF COMPILING CURRICULA FOR CHEMISTRY EDUCATION

The aim of this study was to show how combine qualitative and quantitative approaches in the framework of R&D activities for compiling balanced curricula for chemistry education. The mathematical model based on graph theory was built up. This model allowed us to calculate two kinds of parameters to characterize the structure and composition of a given teaching material: • parameters characterizing every single structural element of the teaching material in the selected content; • parameters describing the teaching material as a whole. Two important educational concepts of selection and structuring of teaching material was derived from mathematical model represented by directed graph – continuity and compactness. As an example of using mathematical and logical approaches for compiling curricula of chemistry education these theoretical concepts were applied to organic chemistry courses for basic and high schools. Results showed that the mergering of curriculum design with chemical epistemology, personal and social relevance of teaching material and mathematical and logical models creates a new forum where constraints to educational reforms can be reviewed and resolved.