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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task that would achieve the compulsory outputs of the acids and bases topic while at the same time complying with the goals of inquiry-based science education. The thesis includes the definition of inquiry-based learning specifics, describes the exact course of the proposed task, and subsequently the results obtained by its realization are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, answers collected from the initial questionnaires, the final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires. Based on the student outputs, the fulfillment of the set learning objectives was assessed. The pupils' progress in the newly acquired theoretical knowledge was evaluated by comparing the relative frequency of correct and incorrect answers in the initial questionnaire and the final knowledge tests. For the IMI questionnaires, the medians of the selected values in every dimension were determined, and utilizing Cronbach's alpha the internal consistency of the test was verified. Also, the Mann- Whitney U test was used to compare two lessons within the task. The...
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Design and verification of an inquiry-based task on the topic of acids and hydroxides for elementary school students
Tomešová, Jana ; Chroustová, Kateřina (advisor) ; Rusek, Martin (referee)
This thesis looks into inquiry-based learning in chemistry classes at elementary schools. The objective was to design an inquiry-oriented task on the topic of acids and bases which would comply with the goals of inquiry-based science education while at the same time achieving the compulsory outputs of this topic, as defined by The National Curriculum. The theoretical part of the thesis focuses on the characteristics of teaching chemistry in primary schools and the definition of inquiry-based learning specifics. The practical part firstly describes the exact course of the proposed task. Subsequently, the results obtained in cooperation with eighth-grade students are verified and assessed. To evaluate the task, several materials were used: the outputs created by the pupils during the activities, the initial and final knowledge tests, and IMI (Intrinsic Motivation Inventory) questionnaires which focus on the students' perception of the task. Based on the obtained data, the task was evaluated from several points of view. The implementation of the task successfully led students to learn about concepts related to the topic, as well as various methods of pH measurement. The effect on their skills for planning and carrying out a chemical experiment was also positive. The shortcomings of the task, as...
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