The didactic potential of laboratory experiments in developing functional literacy

Abstract

This article examines the didactic potential of laboratory experiments as a key component in developing students’ functional literacy within chemistry education. Functional literacy goes beyond the memorization of facts and formulas - it encompasses the ability to apply scientific knowledge and reasoning to solve real-world problems and make informed decisions. Laboratory work provides a dynamic environment where students can actively engage with chemical phenomena, test hypotheses, analyze data, and draw conclusions based on empirical evidence. The paper explores how hands-on experimental activities enhance conceptual understanding, foster critical thinking, and promote the transfer of knowledge to everyday contexts. It also highlights the role of inquiry-based experiments, structured observation, and reflection in supporting students’ metacognitive development. By linking theoretical content with practical experience, laboratory-based learning helps bridge the gap between abstract scientific principles and their applications in daily life. The findings underscore that well-designed laboratory instruction is not only a tool for teaching chemistry but also a powerful medium for cultivating scientifically literate and functionally competent learners.