scholarly journals Role of Workbooks and Teacher’s Books in Lower-secondary Chemistry Education in Czechia

2021 ◽  
Vol 12 (1) ◽  
pp. 53-62
Author(s):  
Karel Vojíř ◽  
Martin Rusek
Keyword(s):  
Chemistry Education ◽  
Teaching Practice ◽  
Secondary Chemistry ◽  
Chemistry Teachers ◽  
Teaching Preparation ◽  
Frequent Use ◽  
Frequency Of Use ◽  
Approach To Teaching

Textbooks as a prominent product of educational content’s didactical transformation are usually published as a series. Textbooks are often accompanied by workbooks and teacher’s books. These publications are designed to support teacher’s work and can have a significant impact on the teaching practice. To deepen the understanding of chemical education at lower-secondary schools, the goal was to map chemistry teachers’ use of workbooks and teacher’s books. An electronic questionnaire containing close-ended questions as well as scales was used for this purpose. Information about workbooks and teacher’s books’ use, frequency of use, perceived importance and purpose were gathered. Whereas 63% of the 387 respondents reported using workbooks they consider important for the quality of education, teacher’s books are only used by 24% of teachers, with only 4% reporting their frequent use. The results indicate that workbooks are mostly used during chemistry lessons or for student homework, however a significant share of teachers mentioned using them for lesson preparation. The absence of a teacher’s book, coupled with the teachers’ reluctance to use them even when available, also pointed to their approach to teaching preparation based on the search for educational content and specific activities rather than methodological support in a broader sense.

TEACHERS’ VIEW ON THE LOWER SECONDARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC

2019 ◽  
Author(s):  
Martin Bilek ◽  
◽  
Katerina Chroustova ◽  
Jiri Rychtera ◽  
Veronika Machkova ◽  
...  
Keyword(s):  
Czech Republic ◽  
Everyday Life ◽  
Critical Points ◽  
Chemistry Education ◽  
Chemistry Curriculum ◽  
Secondary Chemistry ◽  
The Czech Republic ◽  
Chemistry Teachers ◽  
Key Points ◽  
Key Topics

The research was focused on the teacher’s opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents. Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy. Keywords: chemistry teachers’ opinions, early chemistry education, key points of the curriculum, critical points of the curriculum.

scholarly journals Lateral Preference and Inter-limb Asymmetry in Completing Technical Tasks During Official Professional Futsal Matches: The Role of Playing Position and Opponent Quality

2021 ◽  
Vol 12 ◽  
Author(s):  
Luiz H. Palucci Vieira ◽  
Carlos A. Kalva-Filho ◽  
Felipe B. Santinelli ◽  
Filipe M. Clemente ◽  
Sergio A. Cunha ◽  
...  
Keyword(s):  
Accuracy Rate ◽  
World Cup ◽  
Lateral Preference ◽  
Match Play ◽  
Frequency Of Use ◽  
Limb Asymmetry ◽  
Similar Accuracy ◽  
High Level

This study had the purpose of analyzing dominant and non-dominant limb performances (frequency of use and accuracy) during match-play technical actions with ball possession (receiving, passing, and shooting a ball) in professional futsal and also check for the possible influence of playing position and the quality of opponent. We have analyzed data pertaining to eight matches of the FIFA Futsal World Cup Thailand 2012™ in which 76 male professional senior futsal players participated (44 right-footed and 32 left-footed). In total, we coded 5,856 actions (2,550 ball receptions, 3,076 passes, and 230 shoots). Our main findings were that (a) players used the dominant limb more frequently than the non-dominant limb for all actions considered [p < 0.001; effect size (ES) medium-to-large]; (b) accuracy was generally greater when using the dominant limb, regardless of the quality of opponent (p < 0.01; ES large); and (c) in shooting actions, pivots showed similar accuracy between dominant and non-dominant limbs (p = 0.51; ES small). The study suggested that when completing technical actions with the ball in futsal, high-level players depended to a greater extent on the use of their dominant lower limb during official matches. Excepting a similarity detected between limbs on shooting performance of pivots, players from all positional roles generally showed a higher accuracy rate in receiving, passing, and shooting a ball when using their dominant limb as compared to their non-dominant one during match-play and the limb usage and accuracy seemed to be independent of the quality of opponents.

scholarly journals APLICAÇÃO DE UMA HISTÓRIA EM QUADRINHOS, TRINITY, NA EDUCAÇÃO EM QUÍMICA

Química Nova ◽  
2021 ◽  
Author(s):  
Guilherme Silva ◽  
Carolina Sotério ◽  
Salete Queiroz
Keyword(s):  
Chemistry Education ◽  
Science Learning ◽  
Atomic Bomb ◽  
Comic Strip ◽  
Educational Tool ◽  
Instructional Tool ◽  
Comic Strips ◽  
Chemistry Teachers ◽  
History Of

THE APPLICATION OF A COMIC STRIP, TRINITY, IN CHEMISTRY EDUCATION. Faced with obstacles encountered in lessons and the search for actions that meet current educational needs, some attention has been paid to the role of comics as instructional tool. This article focuses on the use of a comic strip, Trinity: A Graphic History of the First Atomic Bomb, to develop knowledge and promote science learning. Three case studies were extracted from the comic and implemented to a group of pre-service chemistry teachers. A questionnaire was utilized to assess their perceptions about the usefulness of comics for their learning. One hundred percent of students indicated that comics helped improve their understanding of the nature of science. On the basis of the data, comic strips may be utilized as an acceptable educational tool in science education.

scholarly journals Pengenalan Video Test Kit Kadmium Sebagai Media Pembelajaran Kimia bagi Guru SMK Negeri 7 Malang

2020 ◽  
Vol 4 (1) ◽  
pp. 6-13
Author(s):  
Zuri Rismiarti
Keyword(s):  
High School ◽  
Teaching Practice ◽  
Multimedia Technology ◽  
Vocational High School ◽  
Chemistry Teachers ◽  
Video Tutorial ◽  
Chemistry Learning ◽  
Test Kit ◽  
Service Activity

AbstrakKegiatan Pengabdian kepada Masyarakat ini dilaksanakan di SMK Negeri 7 Malang. Kegiatan ini dilaksanakan untuk memberikan kontribusi kepada mitra dalam rangka pengembangan kualitas pendidikan dan pengajaran praktikum. Tujuan dari kegiatan pengabdian ini adalah untuk mengenalkan media pembelajaran kimia menggunakan video tutorial tentang penggunaan test kit kadmium yang menarik bagi guru SMK Negeri 7 Malang, memanfaatkan teknologi multimedia berbasis aplikasi powtoon dalam proses pembelajaran praktikum bagi guru SMK Negeri 7 Malang, meningkatkan minat dan ketrampilan para siswa SMK Negeri 7 Malang pada praktkum kimia analisis. Kegiatan ini dilaksanakan dengan melibatkan guru Kimia SMK Negeri 7 Malang. Luaran yang dihasilkan dari kegiatan ini adalah media pembelajaran praktek kimia analisis dalam bentuk video tutorial test kit kadmium yang berisi tentang bahaya kadmium, cara penggunaan test kit berbasis aplikasi powtoon. Kata kunci: Kadmium, testkit, kimia, video  Introduction of Video of Test Kit Cadmium as a Chemistry Learning Media for Teachers of Publics Vocational High School 7 MalangAbstractThe Community Service Activity was held at Public Vocational High School 7 Malang (SMKN 7 Malang). This activity is carried out to contribute to mitra in order to develop the quality of education and teaching practice. The purpose of this service is to introduce chemistry learning media using tutorial videos with using an attractive cadmium test kit for teachers of Public Vocational High School 7 Malang, utilizing powtoon-based multimedia technology in the practical learning process for teachers of Vocational High School 7 Malang, increasing the interests and skills for students of Vocational High School 7 Malang in analytical chemistry practice. This activity was carried out by involving chemistry teachers from SMKN 7 Malang. The output generated from this activity is a analysis chemistry practice media with tutorial video of cadmium test kit that contains the dangers of cadmium, how to use the test kit –based on powtoon aplication. Key words: Cadmium, testkit, chemistry, video

scholarly journals Playcentre Parents-as-Educators: Links between  Background Experiences and Teaching Practice

2021 ◽  
Author(s):  
◽  
Suzanne Louise Manning
Keyword(s):  
Teaching Practice ◽  
Life Experiences ◽  
Group Cohesiveness ◽  
Individual Interviews ◽  
Individual Agency ◽  
Life Paths ◽  
Aotearoa New Zealand ◽  
Parents And Children ◽  
Approach To Teaching

<p>Playcentres are unique Aotearoa/New Zealand sessional early childhood education services which are run as parent cooperatives, where the  parents take on the role of educators in the centre. This study investigated the way parents-as-educators used their life experiences, skills and knowledges in their teaching practice. Case studies were completed for four parents-as-educators in one urban Playcentre during one 10 week school term, using observations of teaching practice and document analysis, a short questionnaire and individual interviews. Teaching practice was then described using a framework based on McWilliam, de Kruif and Zulli's (2002) four contexts of teaching. Results were analysed using Rogoff's (2003) personal, interpersonal and cultural planes of analysis and Reid and Stover's (2005) model of individual agency. The parents-as-educators primarily drew on their parenting experiences to inform their teaching practice, and were selective in applying other prior skills and knowledges, based on their current interests and passions and on specific choices about their future life paths. The utilisation of their background in their teaching practice was also influenced by their individual agency. This depended on their changing sense of belonging within the centre, on the context of the sessions which included interactions between adults and responses from the children, and on their perception of, and alignment with, Playcentre philosophy. Implications of the findings suggest that Playcentres should look for ways of empowering parents-as-educators to use their background skills and knowledges whilst respecting their choices, so that the children in the centres experience as rich a curriculum as possible. To do this Playcentre philosophy should be more openly debated. This is because the philosophy of parents and children learning together added to group cohesiveness and empowered the parents-as-educators, yet other philosophical tenets, such as child-centredness and the approach to teaching art, created tension and constrained the parents-as-educators from fully using their background in their teaching practice.</p>

scholarly journals A teacher perspective on Scrum methodology in secondary chemistry education

2020 ◽  
Vol 21 (1) ◽  
pp. 237-249 ◽  
Author(s):  
Johannes Vogelzang ◽  
Wilfried F. Admiraal ◽  
Jan H. Van Driel
Keyword(s):  
Chemistry Education ◽  
Teaching Practice ◽  
Development Program ◽  
Implementation Process ◽  
Teaching Experience ◽  
Secondary Chemistry ◽  
Teacher Perspective ◽  
Pedagogical Expertise ◽  
Teaching Context ◽  
Subject Matter Expertise

Scrum methodology is a novel framework for teaching intended to scaffold students' learning process when they work on complex, real-world tasks. It is originally a project management framework frequently used in business and industry to manage projects. Scrum methodology is increasingly used in educational contexts. Yet, it is also a rather complex framework and more insight in how teachers understand and implement Scrum methodology is needed. Twelve teachers attended a professional development program and simultaneously implemented Scrum methodology in their chemistry lessons. Teachers' didactical expertise and pedagogical expertise appeared to play a key role during the implementation process, whereas teachers' subject matter expertise, and other factors such as teaching context, teaching experience and personal biography seemed to be less important. Didactical and pedagogical expertise enhances teaching with Scrum: it supports the implementation as well as increases its effectiveness, independently of teaching context, experience and personal biography. This would mean Scrum methodology offers possibilities for teachers to enhance and enrich their teaching practice.

scholarly journals Mentor teachers’ feedback role in improving the training of Grades 1-3 student teachers in South Africa

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Teaching Practice ◽  
Education Institution ◽  
Vital Role ◽  
Mentor Teachers ◽  
Teacher Student ◽  
Service Training

Mentor teachers play a vital role in the pre-service training of teachers.  The role of mentor teachers assumes even more significance when the training is done at a distance education institution.  It is impossible for lecturers and university representatives to reach every teacher student during the weeks of teaching practice done at schools in a big country like South Africa.  The feedback obtained from the mentor teachers is thus important to train student teachers when they present their lessons during weeks of teaching practice at schools.  But the feedback from mentor teachers can also be used for the future training of student teachers.  Mentor teachers should, however, also be informed about their role as mentors for student teachers.  In this article the way feedback of mentor teachers could be used to improve the quality of the lessons of student teachers when offering language lessons in Grades 1 – 3, is discussed.           

scholarly journals Factors Influencing the Frequency of Use of Inquiry-based Approach to Teaching Primary Science/Čimbenici povezani s učestalošću primjene istraživački usmjerene nastave prirode i društva

2019 ◽  
Vol 21 ◽  
Author(s):  
Alena Letina
Keyword(s):  
Personal Experience ◽  
Formal Education ◽  
Teaching Practice ◽  
Science Instruction ◽  
Primary Science ◽  
Inquiry Based Learning ◽  
Positive Attitudes ◽  
Frequency Of Use ◽  
Significant Difference ◽  
Approach To Teaching

Abstract This paper presents results of a research whose aim was to determin whether there is a connection between the frequency of use of inquiry-based approach to teaching primary science and teachers attitudes towards the importance of this type of instruction, as well as their personal experience of participating in different forms of inquiry-based learning during their own formal education and training. The research was conducted using a sample of 275 elementary school teachers (grades 1 to 4) in the City of Zagreb and Zagreb County. The results indicate a statistically significant difference in the importance attributed to inquiry-based science instruction, frequency of its practical implementation, and personal experience with inquiry-based learning. Despite teachers' positive attitudes towards inquiry-based science instruction, the results have shown that it is not implemented in practice frequently enough, and the respondents only rarely experienced inquiry-based learning during their formal education. It has been observed that the teachers who attribute greater importance to inquiry-based science instruction and have had a more intense experience with inquiry-based learning during their formal education are the ones who organize their classes in this manner more frequently. The obtained results suggest that it is important to shape positive attitudes of future teachers towards inquiry-based teaching, and that it is necessary to involve them more systematically in inquiry-based forms of learning during their initial teacher training, so that they could implement them more efficiently and more confidently in their own teaching practice on the basis of competences they acquired in such a way. Key words: frequency of implementation; inquiry-based learning; science instruction; teachers attitudes.SažetakU ovome radu prikazani su rezultati istraživanja čiji je cilj bio utvrditi postoji li povezanost između učestalosti primjene istraživački usmjerene nastave prirode i drutva i stavova učitelja prema važnosti takve nastave te njihova iskustvenog sudjelovanja u različitim oblicima istraživačkog učenja tijekom osobnog formalnog obrazovanja. Istraživanje je provedeno na uzorku od 275 učitelja razredne nastave županije Grada Zagreba i Zagrebačke županije. Rezultati su pokazali statistički značajnu razliku u procjeni važnosti istraživačke nastave prirode i drutva, učestalosti njene primjene u praksi i iskustvenih doživljaja istraživačkog učenja. Unatoč pozitivnim stavovima učitelja o istraživačkoj nastavi prirode i drutva, pokazalo se da njezino provođenje u praksi nije dovoljno učestalo, a iskustveni doživljaji istraživačkog učenja tijekom formalnog obrazovanja ispitanika uglavnom su rijetki. Uočava se kako učitelji koji pozitivnije procjenjuju važnost istraživački usmjerene nastave prirode i drutva i oni koji su imali intenzivnija iskustva istraživačkog učenja tijekom formalnog obrazovanja, učestalije organiziraju nastavni rad na taj način. Dobiveni rezultati upućuju na zaključak o važnosti oblikovanja pozitivnih stavova budućih učitelja o istraživačkoj nastavi, ali i potrebi njihova sustavnijeg uključivanja u istraživačke oblike učenja tijekom inicijalnog obrazovanja, kako bi ih na temelju tako stečenih kompetencija mogli učinkovitije i s vie samopouzdanja provoditi u nastavnoj praksi. Ključne riječi: istraživačko učenje; nastava prirode i drutva; stavovi učitelja; učestalost primjene.

scholarly journals Evidence of the Development of Pedagogical Content Knowledge Related to Chemical Bonding during a Course for Preservice Chemistry Teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 59-81
Author(s):  
Roko Vladušić ◽  
Robert Bucat ◽  
Mia Ožić
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Chemical Bonding ◽  
Chemistry Education ◽  
Teaching Practice ◽  
Alternative Conceptions ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Chemistry Instruction

The impression that many preservice chemistry teachers demonstrate issues in the application of their pedagogical content knowledge in teaching practice, especially in the area of fundamental chemistry topics, served as motivation for changes to the Chemistry Education 2 course curriculum. In order to stimulate pedagogical content knowledge, the course has been changed in the following areas: intending learning outcomes, the language of chemistry instruction, awareness of “Johnstone’s triangle” of operations, and common alternative conceptions. To obtain evidence of preservice teachers’ in-practice pedagogical content knowledge about chemical bonding, especially pedagogical content knowledge related to the revised areas of the Chemistry Education 2 course, we designed and conducted a case study based on detailed monitoring of one preservice teacher’s pre-teaching, teaching and teaching evaluation activities. The findings demonstrate evidence of growth of the preservice teacher’s pedagogical content knowledge of chemical bonding, with particular characteristics indicating that the source of this growth is almost certainly the revised Chemistry Education 2 curriculum.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

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