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Eye-tracking as a method for monitoring students' strategies when working with the periodic table of elements
Kopecký, Adam ; Šmejkal, Petr (advisor) ; Míka, Luděk (referee)
Teaching methods try to improve every year, and modern technologies help this progress. One of these technologies is the eye-tracking method. This method allows capturing certain procedures of the respondents from their eye movements. We can subsequently derive certain specific strategies from the procedures, and subsequently adapt the teaching materials to themThe thesis focuses on the detection of different strategies of pupils when working with the periodic table with the help of an eye-tracking device. The work uses a pre-prepared test in which the students determined the specific location of specific elements in a table with displayed element symbols and proton numbers and subsequently the location of other specific elements in a blind periodic table. Subsequently, the strategy of pupils with higher self-confidence was examined and compared with the strategy of pupils with lower self-confidence. Success in finding individual elements in the test was also compared. A typical strategy, which was observed in most respondents, is to determine the location where the element is most likely to be located and then search in a sufficient area for signs that could belong to the searched element. This fact does not apply only in the case of the search for the element antimony, which the respondents could...
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Vocational scicence education - chemistry education curriculum
Henková Mauleová, Lucie ; Janoušková, Svatava (advisor) ; Stratilová Urválková, Eva (referee)
HENKOVÁ MAULEOVÁ, Lucie. Přírodovědné vzdělávání na středních odborných školách - kurikulum chemického vzdělávání. Praha, 2023. Diploma thesis. Charles University, Faculty of Science, Department of Chemistry Education. Supervisor: Doc. RNDr. Svatava Janoušková, Ph.D. Abstract The thesis focuses on the recent set up of the chemical curriculum of selected upper-secondary school programs. The curriculum is compared from the viewpoint of content and other parameters with selected analogous foreign curricula, further, focus group research was conducted, orienting on desired objectives, content, and form of science education at vocational schools. Based on this analysis, a draft of the curriculum for a chosen model study program was constructed as the outcome. Key words vocational schools, curriculum, chemistry education
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Teaching chemistry at high school - experimental part, proposals of chemical experiments suitable for chemical education at high school
Boguschová, Veronika ; Petrželová, Simona (advisor) ; Martínek, Václav (referee)
The experiment is an integral part of chemistry education. The use of food and natural materials effectively connects chemistry learning with everyday life. Suitable foods for this purpose are, for example, lentil-shaped candies (lentils). There are lentils from many manufacturers on the market, differing in the types of dyes used. The dyes used are both natural and synthetic. The diverse properties of these dyes allow the use of lentils for teaching different topics in chemistry. Lentils coloured with natural dyes can be used for laboratory exercises focusing on pH and acid-base indicators. In combination with experiments with extracts from natural materials, they can also be used to teach qualitative analysis and UV-VIS spectroscopy. In the diploma thesis, two laboratory exercises were designed on the analysis of dyes used in the food industry, which were later validated on secondary school students Synthetic dyes often differ in their polarity, which can be used in laboratory exercises focused on separation methods, specifically in this work for teaching chromatography and extraction. For these purposes yellow, green and blue synthetically coloured lentils are used. Proposed laboratory exercise has also been validated with secondary school students. Methodological guidelines were written for the...
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The use of eye-tracking in chemistry didactics research
Tóthová, Martina ; Rusek, Martin (advisor) ; Popelka, Stanislav (referee) ; Doulík, Pavel (referee)
This dissertation thesis is an annotated collection of academic texts and summarizes the author's contributions to research on the use of eye-tracking and problem solving in the context of science education. The thesis responds to the growing use of eye-tracking in education and provides a systematic review of the current state of knowledge. Primary research has focused on chemical problem solving by upper-secondary school students. Using eye-tracking and think-aloud, the students' solving process was analyzed. The results showed that the observed students had low ability to solve these problems and often relied on limiting strategies such as guessing. Based on the problems identified, an action research intervention was designed. Regular inclusion of tasks, progressive learning and formative feedback led to improvements in pupils' abilities. The problem-solving ability of prospective chemistry teachers was tested in a similar manner. In addition to eye-tracking and think-alouds, a semi-structured interview was included in the research. It showed that there are significant problems in problem solving for prospective chemistry teachers, especially understanding the assignment. The dissertation thesis summarizes the contributions of the articles and proposes solutions to improve the current situation.
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Selected materials for teaching chemistry in lower grades at the eight-year grammar school
Wilhelm, Lukáš ; Šmejkal, Petr (advisor) ; Janoušková, Svatava (referee)
The incoherence of the Czech school system, which is based on the existence of three different types of grammar schools, results in a time inconsistency in the teaching of some subjects. Today, pupils at eight-year grammar schools encounter the subject of chemistry for the first time one to two years earlier than pupils at primary schools. However, the same textbook may be presented to both groups, but it may be inappropriate for younger pupils as it would not reflect the fact that they are not cognitively advanced enough. How do eight-year grammar schools themselves approach this disparity? Does the approach to teaching chemistry to younger pupils differ in foreign countries in any way? These are the questions this thesis seeks to answer. To find the answers, an analysis of Czech and selected foreign curriculum documents was used. The most important results of this thesis include the fact that eight-year grammar schools in the Czech Republic most often include a total of seven teaching units during the first year of chemistry teaching, of which the most abstract concepts are included in the teaching unit Particle composition of substances. In foreign countries, the teaching of chemistry to younger pupils does not go as in-depth as in our eight-year grammar schools, but comparable topics are...
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Packaging Technologies as a Topic of Integrated Thematic Instruction at Secondary School
Brožová, Simona ; Bílek, Martin (advisor) ; Kuhnová, Marta (referee)
Bachelor thesis focuses on packaging materials as a widely discussed environmental topic. The theoretical part of this thesis deals with basic information about packaging materials of different types, especially plastics. It includes information on the history, production, use, recycling, as well as the high presence of packaging materials in nature. In the second section of the theoritical part, the thesis focuses on the characteristics of Integrated Thematic Lessons, on the analysis of the Framework Educational Programmes for elementary education and gymnasiums and, last but not least, on the analysis of School Educational Programmes of selected schools. The part of the practical part of the bachelor thesis is a learning module based on Integrated Thematic Lessons called "Packaging Materials". It contains a summary of information on individual packaging materials and a proposal of activities aimed at ensuring the activation of pupils to obtain knowledge, skills and attitudes in the area. The developed learning module was reviewed by five teachers with different educational backgrounds, years of teaching experience and experience with project weeks. Their review shows that the learning module is suitable for the education of students in elementary school and gymnasium. However, despite this fact,...
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Indicators of educational results in chemistry teaching of the Czech Republic
Tříska, Jan ; Čtrnáctová, Hana (advisor) ; Ganajová, Mária (referee) ; Klečková, Marta (referee)
This thesis focuses on the indicators of quality of education. The indicators are learning exercises the aim of which is to prove whether the tested pupils reached the level of knowledge defined by the national curriculum and listed in the Framework Education Programme. While learning Chemistry, the students should master the key competencies and educational objectives from the education area "Man and Nature" and further from the subject of Chemistry. The thesis focuses on the evidence of reaching the educational goals in Chemistry within the scope of General Chemistry. Since the level of knowledge defined by the Framework Education Programme is not very specific, the author of this thesis decided to settle the educational goals for the subject of General Chemistry based on the study of expert literature and curricular documents. Furthermore, the author also suggests a system of indicators which can be used to verify reaching these goals by the pupils of the secondary schools. The thesis also includes one of the models of working with such indicators. The indicator system was first assessed by a focus group (Chemistry teachers and experts in Didactics of Chemistry). This focus group evaluated the content and the construct validity of the suggested indicators. Afterwards, some of the learning...
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Possibilities and Limits of using Drama Education in Chemistry Teaching on the Example of Thematic Unit Chemical Reactions
Mertlová, Kamila ; Bílek, Martin (advisor) ; Chroustová, Kateřina (referee)
Diploma thesis deals with the possibility of implementation of methods of drama education into chemistry teaching, specifically into the teaching of thematic unit Chemical reactions. Involvement of dramatic methods into the teaching should help pupils understand otherwise relatively abstract curriculum related to chemical reactions better. Moreover, this connection has a potential to improve pupil's attitude towards school subject chemistry. The theoretical part first deals with the problematics connected to drama education, then with historical development and current form of chemistry teaching. Bigger attention is then paid to thematic unit Chemical reactions. The form of this thematic unit in Framework Educational Programmes for Secondary Education (RVP ZV and RVP G) and also its representation in textbooks for primary and grammar schools is presented. In the end of theoretical part, research of already created activities connecting methods of drama education with chemistry teaching is presented. The practical part first deals with the analysis of school educational programmes (ŠVPs) of chosen primary and grammar schools, which focuses on elaboration of thematic unit Chemical Reactions and on inclusion of drama education into the ŠVPs. Subsequently, three interviews with the teachers of...
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USB-microscope in chemistry and geology - a toy for geeks or a teaching aid?
Kopecký, Ondřej ; Šmejkal, Petr (advisor) ; Martínek, Václav (referee)
Microscopes are often used in school environments to give students insight into the microworld, whether (especially) to observe small objects in biology, but also in chemistry or geology. A stereoscopic microscope, in other words a binocular, is usually used to observe opaque objects. These devices make it possible to examine larger, opaque and three-dimensional samples. In recent decades, the so-called USB-microscope has appeared on the market and in technical fields, which could be an alternative to binoculars due to its properties such as durability and small device dimensions. However, these devices are not widely used in teaching yet, but the question is whether their use would not cause difficulties or be less illustrative for teaching, eg due to the limited field of view of the USB-microscope compared to binolup. In this regard, the work deals with the observation of binoculars and USB-microscope in terms of motivation of students in working with the device and also tries to evaluate the user experience of students in working with these devices. For this purpose, a teaching activity was prepared for working with a binolup and a USB-microscope, in which students used a binolup and a USB-microscope to determine the crystallographic system, their chemical composition and the associated shape of...
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