Іn this study, the level of chemical literacy among students of Abai University in the specialty
6В01510-Chemistry was studied. Based on the existing theoretical foundations, assessment criteria have
been developed that measure students ' abilities: a) recognize chemical concepts (nominal literacy); B)
identify some basic concepts (functional literacy); C) use their understanding of chemical concepts to
explain phenomena (conceptual literacy).; and D) knowledge in the field of chemistry in commercial
advertising or on internet resources (multidimensional literacy). The results obtained can be useful in the
process of developing new training programs and emphasizing certain learning strategies in order to
increase chemical literacy. Functional literacy involves the ability to solve the practical tasks of
everyday life, interact with the environment, people, establish business contacts, work in a team, and
become a responsible citizen of your country, based on the knowledge and skills acquired at school.
When analyzing domestic and foreign literature, it gives reason to conclude that the formation of
functional literacy is a task that an individual teacher cannot solve, but highly organized school teams of
teachers working in a single direction are needed, and the phenomenon of the formation of functional
literacy in adolescents requires further study and development of a methodological product for both
teachers and students. These actions are recommended to be guided in the process of solving problems
based on working with PISA tasks, performing case tasks, performing practical and project tasks. In
addition, an experiment was conducted, and as a result of the experiment, it was reported that working
with tasks has a positive effect on the formation of functional competence of students.