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Evaluating experimental activities in Czech chemistry textbooks: A critical analysis

Špísová Klára, Rusek Martin

Chemistry-Didactics-Ecology-Metrology

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2023

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R. 28, NR 1-2

93--104

EN

This study analysed the nature and integration of experimental activities in Czech lower-secondary chemistry textbooks which are currently in use. Focusing on four dominant textbook series (published since 1990’s), and one recently (2019) published and certified, it investigated the offered types of student activities, their cognitive demands, placement in the educational process, and inquiry levels. The findings reveal two distinct groups of textbooks based on the quantity of experimental activities. Some textbooks align with traditional teaching methods, emphasising teacher-led demonstrations, while others attempt a balance between safety concerns and student engagement. However, a general lack of focus on higher-order cognitive skills and inadequate scaffolding for scientific process skills development was found. The results showed future research should investigate the impact of experimental activities on student outcomes, highlighting the need for more modern approaches in chemistry education.

2

Science curiosities cabinet and the chemical showcase

Szydło Zbigniew A.

Chemistry-Didactics-Ecology-Metrology

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2022

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R. 27, NR 1-2

79--103

EN

With the drastic reduction of the school chemistry teaching program in England in 1986, large quantities of apparatus and chemicals became redundant. The disused apparatus at Highgate School inspired the construction of a chemical showcase for pupils; this has encouraged pupils to develop a passion for chemistry. The idea of a “miniature museum” came from a visit to a local primary school in London, which had a beautiful science curiosities cabinet in one of its rooms. In both schools, sciences thrive, and are popular among pupils. Undoubtedly a display of assorted artefacts, which can be readily accessed by pupils, makes a significant impact on developing their interest in science. It is hoped that the story of these ventures will inspire teachers to make their own versions of these excellent and easily constructed educational facilities.

3

Lower-secondary school chemistry textbooks’ didactic equipment

Rusek Martin, Vojíř Karel, Šubová Šárka

Chemistry-Didactics-Ecology-Metrology

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2020

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R. 25, NR 1-2

69--77

EN

Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.

4

Michael Faraday the educator - an essay to commemorate the 150th anniversary of Faraday’s death

Szydło Z. A.

Chemistry-Didactics-Ecology-Metrology

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2017

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R. 22, NR 1-2

43--57

EN

Michael Faraday (1791-1867) is renowned for his outstanding contribution to science and technology during the first half of the nineteenth century. However, he is less well known for his contribution to education. In the present paper, an outline of Faraday’s own education is presented, and how this experience inspired him to pass on his knowledge to others. This was mainly achieved through his popular science lectures - Chemical History of a Candle, delivered at the Royal Institution of Great Britain, in London on 19 occasions between 1825 and 1860, and through his popular textbook for students: Chemical Manipulation (London, 1828). The author examines Faraday’s methodology of teaching chemistry by analysing a fragment of one of his lectures, and also by summarizing the content of Chemical Manipulation, and commenting on some excerpts from it. Using Faraday’s approach to chemistry education as a model, the author challenges today’s chemistry teaching programme for schools, and makes a suggestion for its improvement.

PL

Michał Faraday (1791-1867) jest powszechnie znany i poważany ze względu na jego wielki wkład w rozwój nauki i technologii w pierwszej połowie dziewiętnastego wieku. Natomiast jest On mniej znany z działalności pedagogicznej. W tym eseju autor opisuje proces kształcenia młodego Faradaya oraz sposób, w jaki doświadczenie życiowe inspirowało go do przekazywania wiedzy innym. Jego popularny podręcznik dla studentów pt. Chemical Manipulation (London, 1828) oraz seria popularno-naukowych wykładów nosząca tytuł Chemiczna Historia Świecy, wygłaszana (w latach 1825-1860) 19 razy w brytyjskim Królewskim Instytucie (Royal Institution) w Londynie, świadczą o wybitnym talencie i pasji dydaktycznej Michała Faradaya. Autor rozpatruje metodologię Faradaya nauczania chemii przez dokonywanie analizy części jednego z wykładów oraz przez streszczenie zawartości Chemical Manipulation i krótką dyskusję na temat kilku fragmentów z tego podręcznika. Biorąc podejście Faradaya do nauczania chemii jako wzór, autor stawia pod znakiem zapytania dzisiejszy program nauczania chemii w szkołach i sugeruje sposób jego udoskonalenia.

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Latvian student's understanding about the role of widespread non-metallic compounds in environmental chemical processes

Priede D., Krumina A.

Proceedings of ECOpole

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2009

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Vol. 3, No. 2

359--364

EN

The standard of professional high school education in Latvia envisages including environmental education in the contents of professional schools as a separate subject, however, we see in practice that there are not teaching materials in chemistry education and environmental education provided for professional schools. The problem is even more acute due to the fact that the time provided for teaching chemistry in professional schools is approximately 3 times shorter than that in secondary schools. The research shows us that approximately 40% of professional high school students have knowledge about the character of chemical processes taking place in the environment. One of the main reasons for this insufficiency and the lack of understanding is the absence of didactical teaching materials.

PL

Standardy wyższego kształcenia zawodowego w szkołach na Łotwie przewidują, że w programie nauczania tych szkół edukacja środowiskowa stanowi odrębny przedmiot nauczania. Jednak w praktyce brak jest materiałów dydaktycznych do prowadzenia w tych szkołach nauki chemii i edukacji środowiskowej. Problem ten jest jeszcze bardziej znaczący ze względu na czas przewidziany na nauczanie chemii w szkołach zawodowych, jest on około 3 razy krótszy niż w szkołach średnich. Wyniki badań pokazują, że tylko około 40% uczniów szkół zawodowych posiada wiedzę na temat charakteru procesów chemicznych zachodzących w środowisku. Jednym z głównych powodów tak niskiego poziomu nauczania i braku zrozumienia jest brak odpowiednich materiałów dydaktycznych.