Experiments safety - the state of art at schools in Czechia

• Autorzy: Rusek Martin , Sakhnini Sohair , Bílek Martin

Identyfikatory

DOI

10.2478/cdem-2022-0009

• Języki publikacji: EN

Abstrakty

EN

Chemistry experiments have been an issue of vivid discussion for more than fifty years now. Though there are many who hold a stand-offish position, there is a general notion chemistry experiments inherently belong to chemistry instruction. In this study, attention was given first to the frequency that Czech teachers at both lower and upper-secondary schools use experiments, demonstrations, laboratory work etc. A random, generalisable sample of 354 teachers filled in a questionnaire. The results showed experiments are used only seldom at lower-secondary schools and lyceums, more frequently at grammar schools, yet just “at least once a month”. Safety showed as one of the barriers. The teachers expressed general knowledge about a norm which covers the topic, however in their further responses they expressed a lack of awareness of the compounds their students are allowed to work with. These findings are a call for measures such as: developing a database of well-described procedures including safety regulation remarks or a simplified, easy to follow list of up-to-date regulations.

Słowa kluczowe

EN

chemical experiment; science; instruction; safety issues; teachers’ attitudes

PL

eksperyment chemiczny; nauka; instrukcja; kwestie bezpieczeństwa; postawa nauczyciela

• Wydawca: Towarzystwo Chemii i Inżynierii Ekologicznej
• Czasopismo: Chemistry-Didactics-Ecology-Metrology
• Rocznik: 2022
• Tom: R. 27, NR 1-2
• Strony: 153--163
• Opis fizyczny: Bibliogr. 38 poz., tab.

Twórcy

autor

Rusek Martin

• Charles University, Faculty of Education, Department of Chemistry and Chemistry Education, Magdalény Rettigové 4, 116 39 Prague 1, Czech Republic

• https://orcid.org/0000-0002-6919-9076

autor

Sakhnini Sohair

• Charles University, Faculty of Education, Department of Chemistry and Chemistry Education, Magdalény Rettigové 4, 116 39 Prague 1, Czech Republic

autor

Bílek Martin

• Charles University, Faculty of Education, Department of Chemistry and Chemistry Education, Magdalény Rettigové 4, 116 39 Prague 1, Czech Republic

• https://orcid.org/0000-0002-1076-4595

Bibliografia

• [1] Abrahams I, Millar R. Int J Sci Educ. 2008;30:1945-69. DOI: 10.1080/09500690701749305.
• [2] Banchi H, Bell R. Sci Children. 2008;46:26-9. Available from: https://www.michiganseagrant.org/lessons/wp-content/uploads/sites/3/2019/04/The-Many-Levels-of-Inquiry-NSTA-article.pdf.
• [3] Smith HR. J Chem Educ. 1927;4:359. DOI: 10.1021/ed004p359.
• [4] Millar R. Practical work. In: Osborne J, Dillon J, editors. Good Practice in Science Teaching: What Research Has to Say. Maidenhead: Oxford University Press; 2010, ISBN: 9780335238583.
• [5] Millar R, Abrahams I. School Sci Rev. 2009;91:59-64. Available from: http://www.gettingpractical.org.uk/documents/RobinSSR.pdf.
• [6] Rusek M, Gabriel Š. Student Experiment insertion in project-based education. In: Rusek M, Köhlerová V, editors. Book Student Experiment insertion in Project-based Education. Univerzita Karlova v Praze, Pedagogická fakulta; 2013. Available from: https://pages.pedf.cuni.cz/pbe/files/2011/11/Proceedings_X.pdf.
• [7] Beneš P, Rusek M, Kudrna T. Chem Listy. 2015;109:159-62. Available from: http://www.chemickelisty.cz/ojs3/index.php/chemicke-listy/article/view/404/404.
• [8] Barrie SC, Bucat RB, Buntine MA, Burke da Silva K, Crisp GT, George AV, et al. Int J Sci Educ. 2015;37:1795-814. DOI: 10.1080/09500693.2015.1052585.
• [9] Murray I, Reiss M. The student review of the science curriculum. UCL Discovery. 2005;87:83-93. Available from: https://discovery.ucl.ac.uk/id/eprint/10024134/1/Reiss2005The83.pdf.
• [10] Rocard M, Csermely P, Jorde D, Lenzen D, Walberg-Henriksson H, Hemmo V. Science Education Now: A Renewed Pedagogy for thee Future of Europe. Brusel: European Commission; 2007. Available from: https://www.eesc.europa.eu/en/documents/rocard-report-science-education-now-new-pedagogy-futureeurope#downloads.
• [11] van den Berg E. Didaktická znalost obsahu v laboratorní výuce: Od práce s přístroji k práci s myšlenkami [The PCK of Laboratory Teaching: Turning Manipulation of Equipment into Manipulation of Ideas]. Scientia Educatione. 2020;4:74-92. DOI: 10.14712/18047106.86.
• [12] Rowland HA. The physical laboratory in modern education. 1886;573-5. DOI: 10.1126/science.ns-7.177S.5.
• [13] Hofstein A, Lunetta VN. The Role of the Laboratory in Science Teaching: Neglected Aspects of Research. 1982;52:201-17. DOI: 10.3102/00346543052002201.
• [14] Hofstein A, Lunetta VN. Sci Educ-Netherlands. 2004;88:28-54. DOI: 10.1002/sce.10106.
• [15] Osborne J. Practical Work in Science: Misunderstood and Badly Used? 2015;96:16-24. Available from: https://eric.ed.gov/?redir=http%3a%2f%2fwww.ase.org.uk%2fjournals%2fschool-sciencereview%2f2015%2f05%2f357%2f.
• [16] Hawkes SJ. J Chem Educ. 2004;81:1257. DOI: 10.1021/ed081p1257.
• [17] Tobin K. Research on Science Laboratory Activities: In Pursuit of Better Questions and Answers to Improve Learning. 1990;90:403-18. DOI: 10.1111/j.1949-8594.1990.tb17229.x.
• [18] Bretz SL. J Chem Educ. 2019;96:193-5. DOI: 10.1021/acs.jchemed.8b00874.
• [19] Roehrig GH, Luft JA. Research report: Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. 2004;26:3-24. DOI: 10.1080/0950069022000070261.
• [20] Cheung D. Facilitating Chemistry Teachers to Implement Inquiry-based Laboratory Work. 2008;6:107-30. DOI: 10.1007/s10763-007-9102-y.
• [21] Boesdorfer SB, Livermore RA. Chem Educ Res Pract. 2018;19:135-48. DOI: 10.1039/C7RP00159B.
• [22] Penker WC, Elston HJ. Funding Safety Activities in Secondary Schools. 2003;80:1401. DOI: 10.1021/ed080p1401.
• [23] Artdej R. Investigating Undergraduate Students’ Scientific Understanding of Laboratory Safety. 2012;46:5058-62. DOI: 10.1016/j.sbspro.2012.06.385.
• [24] Allan E, Shane J, Brownstein EM, Ezrailson C, Hagevik R, Veal W. J Sci Teacher Educ. 2009;20:495-500. DOI: 10.1007/s10972-009-9150-y.
• [25] Wiediger SD. J Chem Educ. 2021;98:198-202. DOI: 10.1021/acs.jchemed.0c00105.
• [26] Chen K, Zhou J, Lin J, Yang J, Xiang J, Ling Y. Conducting Content Analysis for Chemistry Safety Education Terms and Topics in Chinese Secondary School Curriculum Standards, Textbooks, and Lesson Plans Shows Increased Safety Awareness. 2020. DOI: 10.1021/acs.jchemed.9b00809.
• [27] Schenk L, Taher IA, Öberg M. J Chem Educ. 2018;95:1132-9. DOI: 10.1021/acs.jchemed.8b00054.
• [28] Fivizzani KP. Where are we with lab safety education: Who, what, when, where, and how? 2016;23:18-20. DOI: 10.1016/j.jchas.2015.11.001.
• [29] Guidelines for Chemical Laboratory Safety in Secondary Schools. Washington, DC: American Chemical Society, Committee on Chemical Safety; 2016.
• [30] Zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon). [The law No 561/2004 about pre-school, basic, middle schools, vocational training and other education (School law)]. Available from: https://www.zakonyprolidi.cz/cs/2004-561.
• [31] Vyhláška č. 180/2015 Sb. o zakázaných pracích a pracovištích. [Promulgation about forbidden jobs and workplaces]. Ministry of Health. Available from: https://www.zakonyprolidi.cz/cs/2015-180.
• [32] Vyhláška č. 61/2018 Sb. o seznamu nebezpečných chemických látek, směsí a prachů a podmínkách nakládání. [Promulgation about a list of hazardous chemicals, mixtures and dusts and conditions of their disposal...]. Ministry of Education. Available from: https://www.zakonyprolidi.cz/cs/2018-61.
• [33] Rusek M, Chroustová, K, Bílek, M, Skřehot, PA, Hon Z. Chem Didact Ecol Metrol. 2020;15:93-100. DOI: 10.2478/cdem-2020-0006.
• [34] MŠMT. Statistická ročenka školství - výkonové ukazatele [Statistical Yearbook of Education - Performance Indicators]. [online] 2018. Available from: http://toiler.uiv.cz/rocenka/rocenka.asp.
• [35] Chytrý V, Kroufek R. Scientia Educatione. 2017;8:2-17. DOI: 10.14712/18047106.591.
• [36] Tóthová M, Rusek M, Matoušová P, Solnička O. Zaměřeno na chemické pokusy: výsledky akčního výzkumu [Focused on chemistry experiments: results of action research]. In: Rusek M, Tóthová M, Vojíř K, editors. Project-based and Other Activating Strategies in Science Education XVII. Prague: Charles University, Faculty of Education; 2020. Available from: https://pages.pedf.cuni.cz/pbe/files/2020/05/PBE_2019_final.pdf.
• [37] Hofstein A, Mamlok-Naaman R. Chem Educ Res Pract. 2007;8:105-7. DOI: 10.1039/B7RP90003A.
• [38] Deters KM. J Chem Educ. 2005;82:1178-80. DOI: 10.1021/ed082p1178.

Uwagi

Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).