Evaluating experimental activities in Czech chemistry textbooks: a critical analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10474487" target="_blank" >RIV/00216208:11410/23:10474487 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QH1NNctGRU" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QH1NNctGRU</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/cdem-2023-0006" target="_blank" >10.2478/cdem-2023-0006</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Evaluating experimental activities in Czech chemistry textbooks: a critical analysis

Popis výsledku v původním jazyce

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&apos;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.

Název v anglickém jazyce

Evaluating experimental activities in Czech chemistry textbooks: a critical analysis

Popis výsledku anglicky

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&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Chemistry, Didactics, Ecology, Metrology

ISSN

1640-9019

e-ISSN

2084-4506

Svazek periodika

28

Číslo periodika v rámci svazku

1-2

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

12

Strana od-do

93-104

Kód UT WoS článku

001151794200001

EID výsledku v databázi Scopus

2-s2.0-85184235705