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The active-guided learning influence on the quality of the fourteen-year-old students chemical concepts

Jana Rešeta (2014) The active-guided learning influence on the quality of the fourteen-year-old students chemical concepts. Diploma thesis.

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    Abstract

    Teachers try to introduce chemistry concepts to pupils in a comprehensible way by implementing new active forms of teaching into the traditional type of lessons, in a way that the pupils’ active participation in lessons is ensured. One of the active forms of teaching includes a new teaching approach called GALC – Guided Active Learning in Chemistry, which is presented in detail in the thesis. By implementing various work methods during lessons, teachers provide an additional motivation for pupils to learn chemistry. The theoretical part describes the learning of chemistry concepts by connecting three levels (macro, submicro and symbol levels) and lists certain research projects whose authors examined pupils’ incorrect and incomplete comprehension of chemistry concepts. This is followed by the description of the differences between traditional lessons and modern active lessons. The empirical part includes the comparison of the results of the tests taken by the pupils in the experimental group with the GALC teaching approach and by the pupils in the control group with traditional lessons. The research involved 118 pupils at two elementary schools in central Slovenia in the school year 2010/2011. After a month, the pupils retook the tests; the results revealed the influence of the new teaching approach on the pupils’ comprehension of certain chemistry concepts and the lastingness of their knowledge. Results show that the pupils in the experimental group were more successful compared to the pupils in the control group, both in the first test and the test taken later on. The pupils in the experimental group showed to have a more lasting knowledge of new chemistry concepts than the pupils in the control group. Furthermore, the pupils in the experimental group were more motivated to learn new chemistry concepts than the pupils in the control group who more or less merely passively received new information. At the end of the research, the pupils in both groups completed a questionnaire on their attitude towards chemistry and ways they learn chemistry. The pupils in the experimental group completed another questionnaire on the implementation of the lesson in which they assessed the new GALC teaching approach. Most of the pupils liked it and found it interesting and comprehensible; they also liked having been able to work independently in groups.

    Item Type: Thesis (Diploma thesis)
    Keywords: Guided Active Learning in Chemistry – GALC, traditional lessons, modern lessons, lasting knowledge, motivation to learn
    Number of Pages: 81
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Iztok DevetakMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10062153)
    Institution: University of Ljubljana
    Department: Faculty of Education, Biotechnical Faculty, Faculty of Chemistry and Chemical Technology, Faculty of natural sciences and engineering
    Item ID: 2151
    Date Deposited: 06 Jun 2014 07:17
    Last Modified: 12 Nov 2015 13:56
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2151

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