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Experiments safety - the state of art at schools in Czechia

Rusek Martin, Sakhnini Sohair, Bílek Martin

Chemistry-Didactics-Ecology-Metrology

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2022

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R. 27, NR 1-2

153--163

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.

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Remediation of CO2 in Boudouard’s reaction as an example of reversible chemical reaction

Szostak Elżbieta, Odrowąż Ewa, Górska Natalia

Chemistry-Didactics-Ecology-Metrology

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2020

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R. 25, NR 1-2

101--111

EN

One of the fundamental elements of a scientist's work is the ability to lead observations of the phenomena that surround us and based on them making conclusions. These observations are conducted within the so-called scientific experiments. Lessons learned based on the results obtained in experiments allow researchers to better understand the essence of the phenomena occurring in the world around us. Drawing conclusions is not always easy. In order to achieve this skill, we must possess a well-established knowledge in the field of the phenomenon that interests us. The most striking example of how important skills are observation and drawing proper conclusions is the phenomenon of global climate warming. The main parameter influencing temperatures registered on Earth is the concentration of greenhouse gases in the atmosphere, and especially carbon dioxide created from combustion processes. A significant role in studies of the reduction of CO2 emissions plays chemists. To be sure that conducted by them experiments are optimally designed, it is necessary to ensure them with proper education already at the secondary school level. The main aim of this article was to conduct the study in order to explain chemical issues that create the greatest cognitive difficulties among students. The second aim of the article was to propose a chemical experiment to students that would allow them to find out more about the phenomena governing in the area of problematic issues. The proposed experiment is based on the concept of solubility equilibrium. Results of preliminary tests that have been carried out after applying this experiment on a small group of students, indicated their better understanding of the studied subject.

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Are future chemistry teachers prepared to perform chemical experiments at primary and secondary schools?

Drozdíková A., Prokša M.

Chemistry-Didactics-Ecology-Metrology

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2016

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R. 21, NR 1-2

45--52

EN

Our contribution is devoted to study the ability of future chemistry teachers to organise pupils’ observation of chemical phenomena. In this article measuring of multi-level means is described, which should denote a readiness of probands to perform an observation during carrying out chemical experiment. It is based on the assumption that well-prepared observers are able to work actively and to propose alternative solutions, because of their deep understanding of a procedure. In next part of this article the results of a research carried out at Faculty of Natural Sciences in Bratislava are analysed. The research was also aimed to detect if students are prepared to perform chemical experiments without a risk that they will be confused by a procedure or different course of experiment as they had expected.

PL

W naszej pracy badaliśmy przygotowanie przyszłych nauczycieli chemii, czy jest ono wystarczająco efektywne z punktu widzenia organizacji i demonstracji uczniom zjawisk chemicznych. W artykule opisano średnie wartości wielopoziomowych pomiarów, które powinny wskazywać gotowość badanych do prowadzenia obserwacji w trakcie trwania eksperymentu. Bazowano na założeniu, że dobrze przygotowany obserwator jest w stanie aktywnie działać mimo niedostatecznej dokładności opisu doświadczenia i jest w stanie zaproponować alternatywne rozwiązania. W kolejnej części artykułu przeanalizowano wyniki badań przeprowadzonych na Wydziale Nauk Przyrodniczych w Bratysławie. Badania miały także na celu ocenę przygotowania studentów do wykonywania eksperymentów chemicznych bez ryzyka, że zostaną oni zaskoczeni innym od oczekiwanego przebiegiem doświadczenia.

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Zagrożenia podczas eksperymentowania w szkolnej pracowni chemicznej

Wręczycka A.

Prace Naukowe. Chemia / Wyższa Szkoła Pedagogiczna w Częstochowie

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1999

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Vol. 4

61--67

PL

Eksperyment chemiczny jest jednym z najważniejszych elementów procesu nauczania i uczenia się chemii, ale jest też źródłem niebezpieczeństw ze względu na toksyczne właściwości stosowanych w doświadczeniach chemikaliów. W pracy podkreślono wagę przygotowania rzeczowego nauczycieli z zakresu toksykologii, w kontekście bezpieczeństwa pracy laboratoryjnej ucznia.

EN

Experiment, an important factor so in teaching as well as in learning chemistry, is also a source of dangers due to toxicity of reagents used. It is pointed out that in view of the safety of pupils making chemical experiments, teachers should have a good knowledge of toxicology.