For learning chemistry is very important to make connection between theory and practice. Ability to solve problems represents the well learned theory knowledge, and good methodology in work on theory classes. Usually the strategy of solving of the problem consists from three parts: studying the conditions of the task and its analysis, formation of the opinion, solving the task and its check. In order to better understand the significance and advantages which methodical preparation gives during solving of the problem, we have made two groups with fourteen students of the second year high school-course agricultural technician. The first group of the students had the opportunity to have methodical explanation of ways and means of problems solving in chemistry. The second group only got the problems to be solved without methodical preparation. The aim of our experimental work was to establish the contribution of methodical preparation during task solving. Group of the students that got methodically explained exercises have achieved significantly better results, so it serves as a proof of the assumption in theoretical part that methodical preparation in problem solving is inevitable and necessary, and its practical importance is multiple.

Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: cognitive view, 2nd ed. New York: Rinehart and Winston.

Eilks, I., & Hofstein, A. (2013). Teaching Chemistry - A studybook: A practical guide and textbook for student teachers, teacher trainees and teachers. Rotterdam; Boston, Sense Publishers. https://doi.org/10.1007/978-94-6209-140-5

Fach, M. de Boer, T., & Parchmann, I. (2007). Results of an interview study as basis for the development of stepped supporting tools for stoichiometric problems. Chemistry Education Research and Practice, 8(1), 13-31. https://doi.org/10.1039/B6RP90017H

Friedman, R. S., & Deek, F. P. (2002). Problem-based learning and problem-solving tools: Synthesis and direction for distributed education environments. Journal of Interactive Learning Research, 13(3), 239-257.

Gabel, D. (1999). Improving teaching and learning through chemistry education research: A look to the future. Journal of Chemical Education, 76(4), 548-553. https://doi.org/10.1021/ed076p548

Greenfield, L. B. (1987) Teaching thinking through problem solving. New Directions for Teaching and Learning, 1987(30), 5-22. https://doi.org/10.1002/tl.37219873003

Herron, J. D. (1996). The chemistry classroom: Formulas for successful teaching. American Chemical Society, Washington, DC.

Hewson, P. W., & Hewson, M. G. A. (1989). Analysis and use of a task for identifying conceptions of teaching science. Journal of Education for Teaching: International research and pedagogy, 15(3), 191-209. https://doi.org/10.1080/0260747890150302

Kozma, R. B., & Russell, J. W. (1997). Multimedia and understanding expert and novice responses to different representations of chemical phenomena. Journal of Research in Science Teaching, 34(9), 949-968. https://doi.org/10.1002/(SICI)1098-2736(199711)34:9<949::AID-TEA7>3.0.CO;2-U

Polya, G. (1985). How to Solve It. 2nd ed. Princeton University Press: Princeton, NJ.

Russell, J. W., Kozma, R. B., Jones, T., Wykoff, J., Marx, N., & Davis, J. (1997) Use of simultaneous-synchronized macroscopic, microscopic and symbolic representations to enhance the teaching and learning of chemical concepts. Journal of Chemical Education, 74(3), 330-335. https://doi.org/10.1021/ed074p330

Sandlin, B., Harshman, J., & Yezierski, E. (2015). Formative assessment in high school chemistry teaching: Investigating the alignment of teachers’ goals with their items. Journal of Chemical Education, 92(10), 1619-1625. https://doi.org/10.1021/acs.jchemed.5b00163

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook for Research on Mathematics Teaching and Learning, 334-370.

Spencer, J. N. (2006). New approaches to chemistry teaching. 2005 George C. Pimentel Award. Journal of Chemical Education, 83(4), 528. https://doi.org/10.1021/ed083p528

Stieff, M. (2011). When is a molecule three dimensional? A task-specific role for imagistic reasoning in advanced chemistry. Science Education, 95(2), 310-336. https://doi.org/10.1002/sce.20427

Zhou, Q., Shen, N., & Tian, H. (2010). Developing critical thinking disposition by task-based learning in chemistry experiment teaching. Procedia - Social and Behavioral Sciences, 2(2), 4561-4570. https://doi.org/10.1016/j.sbspro.2010.03.731

Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081-1094. https://doi.org/10.1080/0950069032000052207