Publication details
Motivační metody ve výuce chemických výpočtů na základní škole
| Title in English | Motivational methods in teaching chemical calculations on elementary school |
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| Authors | |
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | 8. didaktická konferencia. Zborník príspevkov. |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | educational process and key competencies; chemistry; evaluation; chemical calculations |
| Description | One of the most difficult areas of chemistry teaching for pupils in primary school is an important task and a mathematical system. This unflattering fact directly related to the current trend of declining numeracy Czech pupils, which directly illustrate the findings of the Czech School Inspectorate in 2013, according to which the Czech Republic were included in the eleven countries of the OECD, the result of the mathematical literacy of pupils and students from the 2003 for nine years, significantly deteriorated, even so much that the group most vulnerable students with poor numeracy to incorporate every five fifteen-year student. The paper summarizes the results of educational research methods using selective evaluation systematically conducted among pupils of the 8th and 9th grades of elementary school. The paper aims to introduce practical professional motivational methods for teaching computational chemistry, serving to maintain the quality of teaching chemistry in elementary school. The methods are based on the results of long-term research results and benefits of 9th grade, using motivational methods of selective evaluation in teaching chemical calculations. Evaluation of the results of the questionnaire survey conducted among pupils of 8th and 9th grades of primary schools of the South Moravian Region shows that during the first two years of chemistry at the elementary school (ie. between eighth and ninth grade class), the relation of students to chemistry significantly deteriorates, which also others showed deterioration "signs" that both groups of students, ie. the experimental and control, allocate chemistry at the beginning and end of the research. Further evidence of significantly deteriorating relationship to chemistry students during the first two years of study is more frequent appointment of chemistry as a least favorite school subject at the end of 9th grade than half in 8th grade (both control and experimental group). |