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The role of gamification and language in learning chemistry topics at primary school

Ajda Premrl (2019) The role of gamification and language in learning chemistry topics at primary school. Diploma thesis.

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    In the first part of my thesis I performed a detailed review of gamification as a method, focusing on how it affects learning as a process. Special significance was given to second language acquisition and understanding of fundamental terminology in Chemistry, both in Slovene and English language. In the empirical part I used a survey, which was structured to observe the frequency of applying web-based applications and gamification materials, both English and Slovene, to teaching of Chemistry/Science and the usage of ICT outside formal education. For the 8th and 9th grade pupils I have decided to use two reading comprehension and vocabulary pilot tests (Freeman, 2006), evaluating their knowledge and awareness of science related terms in English context. I have also provided the 7th, 8th and 9th grade pupils with four pilot chemistry knowledge tests (Sajovic idr., 2014), which assessed their comprehension of the following curriculum chapters: (1) The Atom and the Periodic Table, (2) Bonding of Particles and (3) The Family of Carbohydrates and their Polymers. The research has shown that all the pupils have internet access from their homes and that a great majority even owns their own device to do so. They predominantly use it to satisfy their informational and communicational needs. They claim that they have never or almost never used web-based applications and materials in either English or Slovene while being taught science/chemistry, giving them an impression that they lack efficiency in this process of learning. On the contrary, they believe that their learning English in this manner is productive. Pupils either do not have an online class for science/chemistry or are not aware of its existence. More than half of them acknowledges a tendency to either compete with their peers or to help them. Most of the 8th grade pupils are not able to comprehend chemistry related English text, but do have knowledge of fundamental terms after being taught the »Bonding of Particles« chapter of the chemistry curriculum. Similar is true for the 9th grade pupils, which comprehend the English basics of the »Family of Carbohydrates and their Polymers« chapter after being familiarized with its content. On the other hand, most of the 8th grade pupils do not possess enough pre-knowledge to successfully complete the »Carbohydrates – 8th grade« test, as goes for 7th grade pupils which were unable to perform sufficiently at the »Atom and the Periodic Table – 7th grade« test.

    Item Type: Thesis (Diploma thesis)
    Keywords: Gamification, second/foreign language, web-based materials and applications
    Number of Pages: 93
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Katarina Senta Wissiak GrmMentor
    izr. prof. dr. Karmen PižornComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12493385
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5807
    Date Deposited: 01 Jul 2019 11:58
    Last Modified: 01 Jul 2019 11:58
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5807

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