Increasing the Active Involvement of Students in Chemistry Teaching at Lower-Secondary School

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F25%3A50022414" target="_blank" >RIV/62690094:18440/25:50022414 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/chapter/10.1007/978-3-031-81261-3_13" target="_blank" >https://link.springer.com/chapter/10.1007/978-3-031-81261-3_13</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-81261-3_13" target="_blank" >10.1007/978-3-031-81261-3_13</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Increasing the Active Involvement of Students in Chemistry Teaching at Lower-Secondary School

Popis výsledku v původním jazyce

The main purpose of this research is to explore whether the integration of the still-developing information and communication technologies and their incorporation into chemistry teaching at the second level of primary school will have an impact on the teacher–student activity ratio in eighth-grade chemistry classes. The research was conducted over 4 school years. It was conducted as a quasi-experiment to observe teacher–student activity using the Flanders Interaction Analysis System to find the frequencies of the selected categories of teacher, student, silence, and interaction index. The research of the control group was conducted in the school years 2019–2021 and the experimental group in the school years 2021–2023. Measurements were taken five times in each half-year term. The chemistry teaching of the control group was carried out using a chemistry textbook, and the teaching of the experimental group was carried out using ICT tools. The results show that the students of the experimental group were more active in the observed chemistry lessons.

Název v anglickém jazyce

Increasing the Active Involvement of Students in Chemistry Teaching at Lower-Secondary School

Popis výsledku anglicky

The main purpose of this research is to explore whether the integration of the still-developing information and communication technologies and their incorporation into chemistry teaching at the second level of primary school will have an impact on the teacher–student activity ratio in eighth-grade chemistry classes. The research was conducted over 4 school years. It was conducted as a quasi-experiment to observe teacher–student activity using the Flanders Interaction Analysis System to find the frequencies of the selected categories of teacher, student, silence, and interaction index. The research of the control group was conducted in the school years 2019–2021 and the experimental group in the school years 2021–2023. Measurements were taken five times in each half-year term. The chemistry teaching of the control group was carried out using a chemistry textbook, and the teaching of the experimental group was carried out using ICT tools. The results show that the students of the experimental group were more active in the observed chemistry lessons.

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

2025

Kód důvěrnosti údajů

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

Název statě ve sborníku

EAI/Springer Innovations in Communication and Computing

ISBN

978-3-031-81260-6

ISSN

2522-8595

e-ISSN

2522-8609

Počet stran výsledku

11

Strana od-do

171-181

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Šturovo

Datum konání akce

30. 9. 2024

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

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