Comparative Study of Transmissive and Active Education in Chemistry

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11310%2F20%3A10411112" target="_blank" >RIV/00216208:11310/20:10411112 - isvavai.cz</a>

Výsledek na webu

<a href="https://pages.pedf.cuni.cz/pbe/files/2020/05/PBE_2019_final.pdf" target="_blank" >https://pages.pedf.cuni.cz/pbe/files/2020/05/PBE_2019_final.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Comparative Study of Transmissive and Active Education in Chemistry

Popis výsledku v původním jazyce

The research has focused on high school students in theirfinalyear oflearning chemistry. It aimed atanalysinghow they feel confident in solving problems during chemistry lessons. The study was performed among 102 students from an eight-year grammar school. The questionnaire comprised 21 statements and 33 open questions. By using an 11-point Likert scaleand answers to open questions,therespondents indicated their feeling about progress or regress in their skills and competencies during the last three years. Answers showed a dependence of student s self-confidence on the teaching style of their teacher and on their teacher&apos;sfeedback. The students exposed toactive learning have developed a higher level of self-confidence than the others, a better attitude towards chemistry,and higher motivation to do extra work at home.

Název v anglickém jazyce

Comparative Study of Transmissive and Active Education in Chemistry

Popis výsledku anglicky

The research has focused on high school students in theirfinalyear oflearning chemistry. It aimed atanalysinghow they feel confident in solving problems during chemistry lessons. The study was performed among 102 students from an eight-year grammar school. The questionnaire comprised 21 statements and 33 open questions. By using an 11-point Likert scaleand answers to open questions,therespondents indicated their feeling about progress or regress in their skills and competencies during the last three years. Answers showed a dependence of student s self-confidence on the teaching style of their teacher and on their teacher&apos;sfeedback. The students exposed toactive learning have developed a higher level of self-confidence than the others, a better attitude towards chemistry,and higher motivation to do extra work at home.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Project-Based Education and other Activating Strategies in Science Education XVII. Conference proceedings

ISBN

978-80-7603-155-5

ISSN

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e-ISSN

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Počet stran výsledku

7

Strana od-do

46-52

Název nakladatele

Univerzita Karlova, Pedagogická fakulta

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

7. 11. 2019

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000567209500005