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Context function at chemistry teaching in primary school

Anja Kotar (2018) Context function at chemistry teaching in primary school. MSc thesis.

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    Abstract

    Learning natural science subjects, especially chemistry, is a problem for students due to the abstract nature of chemical concepts, and thus chemistry becomes increasingly difficult to understand as they advance up the educational vertical. Even the curriculum that has not changed for at least ten years and remains in the school environment rather isolated from everyday life of students, does not adapt to the needs for developing student competences. Less the students are interested in learning chemical concepts, the lower is their chemical literacy at the end of schooling. For students to show greater interest in chemistry, new and different teaching methods based on new curricula are probably needed as well. In this regard, pre-service and in-service professional education of chemistry teachers is essential. Studies show that the learning of context-based chemistry increases the interest of students primarily due to the use of the context, which contains real situations and problems of society. The purpose of the master's thesis was to determine whether, according to teachers and students, the learning of context-based chemistry contributes to greater interest in learning specific chemical concepts and whether the selected context contents are interesting enough to motivate students to continue solving a particular chemical problem. The study included chemistry teachers and students at elementary schools. We were interested in whether the teachers were trained enough to teach context-based chemistry, whether they already use this teaching method, or are more inclined to traditional teaching. The study involved 200 eighth and ninth grade students of elementary schools and 50 teachers of chemistry. The results showed that teaching of context-based chemistry is more interesting and encouraging for the students to learn chemistry. The teachers share the same opinion, and they believe that the more attractive the context is for students, the greater their interest in learning. The chemistry teachers also consider themselves qualified enough to practice such a teaching method and already use context contents in their teaching.

    Item Type: Thesis (MSc thesis)
    Keywords: elementary school students, chemistry teachers, learning context-based chemistry, teaching context-based chemistry, interest in chemistry
    Number of Pages: 65
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Iztok DevetakMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12237641
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5506
    Date Deposited: 11 Dec 2018 07:50
    Last Modified: 11 Dec 2018 07:50
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5506

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