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The use of submicrorepresentations in the chemistry lessons in two primary schools in Ljubljana

Amela Kokić (2011) The use of submicrorepresentations in the chemistry lessons in two primary schools in Ljubljana. Diploma thesis.

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    The ITLS model (interdependence of three level of science concepts), submicrorepresentations (particulate presentations of matter) and the meaning of the teacher in teaching chemistry are presented in the diploma thesis. The purpose of the study was to determine how teachers use submicropresentations in the teaching of chemistry in the ninth grade of primary school. An analysis of lesson observations, interviews with pupils and teachers and the analysis of the textbooks used in teaching are presented. The results of the interview analysis show that the teachers in the selected schools use submicropresentations in their work wherever possible. This is of course dependent on the chemistry content that they are teaching. Analysis of the textbooks also confirmed what the teachers stated about the use of submicropresentations. It is not possible to present each topic at the submicrolevel. Evaluation of the topic Acids, Bases and Salts in the textbook revealed far more submicrorepresentations at the submicrolevel than the topic of Organic Compounds with Oxygen, which had more presentations at the symbolic level. Pupils also claim that they are acquainted with submicropresentations and that they more or less understand them. Analysis of the observation of lessons showed that the teachers use various approaches to introduce learning materials. The teacher in the first primary school preferred the use of PowerPoint presentations for explaining teaching material; the teacher in the second primary school preferred a blackboard and chalk approach. The actual format of the lesson was similar in both schools. The lesson started with a short summary of the previously learned material, checking of the homework, followed by preliminary motivation. They both tried to include as many experiments as possible, mostly as demonstrations rather that students’ group experiments. Apart from experiments teachers also use models, animations, submicropresentations ... A short review of the learned material ended the lesson. It can be concluded that all the chemistry content in the upper primary school is more difficult to demonstrate with submicrorepresentations, but teachers use those that are easier or presented in textbooks. Because chemistry concepts are abstract for pupils, teachers are those who must provide for clear and understandable explanations, appropriate description and teaching tools (models, submicrorepresentations, animations).

    Item Type: Thesis (Diploma thesis)
    Keywords: ITLS model, submicrorepresentations, teaching chemistry
    Number of Pages: 53
    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=8971337)
    Institution: University of Ljubljana
    Department: Faculty of Education, Faculty of mathematics and physics, Faculty of Chemistry and Chemical Technology, Faculty of Natural Sciences and Engineering
    Item ID: 384
    Date Deposited: 21 Oct 2011 07:34
    Last Modified: 12 Nov 2015 14:00
    URI: http://pefprints.pef.uni-lj.si/id/eprint/384

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