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Group Work in Teaching Chemistry in Topic PH of Solutions

1Katarína Javorová, 2Martin Šponiar

1School for extraordinary talented children and Grammar school, 2Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava
Bratislava (Slovak Republic)

javorovakatarina@gmail.com, sponiar@fns.uniba.sk

Abstract

A role of a teacher is to prepare a student for his future occupation. A teacher needs to choose various forms and methods of teaching so that he can develop key competences and manual skills od a student and to give knowledge, experience, skills and etc. to student. One of the possible ways is using of group teaching during which a student learns how to cooperate with other students, to give his opinion, to argue, learns to respect, listen and tolerate other members of the group. In this report we will focus on illustrations of using some teaching methods during chemistry lessons at primary school in two classes of 8th year. We focused mainly on the usage of group teaching because this kind of teaching is often used in chemistry lessons, mainly during the work in labs.

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Comments about this Paper

Your comments are welcome


Date: 2014.04.03

Posted by Jana Žigmundová (Slovakia)

Message: Publication describe on the begining analysis of a role of teachers in the learning process and basic methods as mind-mapping, work in small groups, micro-teaching, projects, ABC method and others. The aim of publication is to describe group work in teaching and how this can be achieved through the teaching of chemistry and more specifically the topic “pH of aqueous solutions”.This learning method is very useful in countries where this teaching model has not been implemented to a large extent yet or it is found to be in the early stages of implementation. This learning method reqiure very good preparation which implies investment of energy and time. Teachers should have a very good knowledge of the skill level of their students. That means the key of course is that the laboratory exercises should be already tested by the teacher himself,Teaching strategy is to think and plan of the tasks; emphasize the rehearsal of various strategies of learning; take attention to division of students into groups; control time; take time for weaker students; create good atmosphere without the stress.

Date: 2014.04.01

Posted by Erdem Cakir (Turkey)

Message: This is a paper which is focused on group work in chemistry teaching. For the study, teacher divided students into two groups. Then, teacher gives two different tasks to each group to apply. This is a good way to provide peer guidance in work. In other words, students can get benefit from other friends’ knowledge. It can be many positive things can be said about the study, yet, I want to mention some of them which are seen very significant for me. First of all, the aim of the study is teaching students’ way to learning with others in groups. In doing this, students take active roles. In fact, each student is active learner in their studies. For instance, in picture 2 we see that each student prepared a solution. Secondly, the method and requirements are expressed clearly step by step. So, readers can easily understand what they read. Thirdly, authors used illustrations in their paper. Lastly, teacher give knowledge about safety issues during the work, so students can work in a safety environment. Consequently, when we look at the comments which are done above, it can be said that this paper and it’s analysis are beneficial for readers’ further experiences in their classes

Date: 2014.04.01

Posted by Adem TAŞDEMİR (Turkey)

Message: Teachers want to teaching all facts to their students. But this is not possible. İnstead of this, we should focus on “how can we teach maximum?”. The paper analyses the effective teaching methods. One of effective teaching methods is group work. This method, develops cooperation, provides solidarity. This method also contribute to teaching of topic “pH solution” from the thematic unit “Chemical compounds”. This paper shed light on us to using alternative teaching methods for chemistry learning.

Date: 2014.04.01

Posted by Murat Demirbas (Turkey)

Message: In the report, an application about group work was examined. Authors choose “group work” in their paper since it is one of the most common used method in teaching chemistry. First of all, authors mentioned teachers’ role in learning process. Then the importance of cooperative/group work was given briefly. Readers were also informed about negative sides of group work. This can be beneficial for teachers who think to use group work in their classes. Taking into consideration these sides, they can design better group work. Later, their group work is explained in detail. From my point of view, there are many positive ways in the study. One of the most highlight one is using group work in an enjoyable way. According to paper, students like the game which they play during group work. In addition to this, the groups who are “winner” of the game get mark, and the others get bonus. This is also useful for creating a positive atmosphere in the classroom and maintaining students’ motivation.

Date: 2014.04.01

Posted by Sengul Akinci (Turkey)

Message: It is well known fact that teachers use many techniques in teaching chemistry. Group work is one of the most preferred one in chemistry lessons. In this paper, authors give us a chance to see some illustrations of some teaching methods especially group work in chemistry classes. In the report, two classes of 8th year are taken into consideration. Applications in group work were explained step by step. Much positive things in the report are seen. Firstly, each step of the applications was explained in a detailed way. Thanks to this way, readers can have a chance to understand applications in detailed way. Secondly, groups in the second part of the group work, making heterogeneous groups by dividing primer groups is beneficial for students. It gives them a chance to work with different students. Thirdly, applying a “compatible” way can make students much motivated to participate in the activities. Last but not least, it was a good way to give negative sides of the group work at the beginning of the paper. As knowing them, teachers can provide better experiences in group work.

Date: 2014.03.29

Posted by Stamatis Kappatos (Greece)

Message: This paper can be seen as a proposal for introducing the teaching method of ‘group (of 3 up to 5 members) working’, and how this can be achieved through the teaching of chemistry and more specifically the topic “pH of aqueous solutions”.
As the basic aim (for students) is to learn to work together (inside a small membered group) , to disagree constructively and creatively, to express their views , to participate and to respect, to listen and judge. In my opinion, although this paper refers to work carried out in Primary School classes, its’ findings will prove quite useful for immediate application even in High School classes - especially in countries where this teaching model has not been implemented to a large extent yet or it is found to be in the early stages of implementation. In fact, in Greece (at least), this learning method is one of the main ' trends ' of recent years in education ( teaching through working in groups) so the difficulties, suggestions and tips mentioned here , are expected to be very useful .
The method and the requirements of this process are analyzed in detail. Thus, a very good preparation - which implies investment of energy and time (things not always available) - from the instructor is required, as laboratory work has also to be done. Teacher(s), should have a very good knowledge of the skill level of their students (eg if they are able to handle equipment correctly and with safety ,or if they are able to construct – especially if they have already practiced in this – a (even very simple) laboratory protocol, leading to reproducible results. It is strongly stated that, the key of course is that the laboratory exercises should be already tested by the instructor himself, in order to give -relatively -accurate results (depending on the aim of the method) and NOT lead to misunderstandings or misconceptions. This way, the teaching method – where a playful character is given (for instance, there could be a kind of competition between groups, and the best will be rewarded with a ‘bonus’!!) - has impressive results, with regard to students. At the end, the whole process is reviewed and evaluated by all participants. It is a highly recommended paper, easily applicable, with useful information.

Date: 2014.03.06

Posted by Luiza Wezyk (Poland)

Message: The paper starts with a little analysis of a role of teachers in the learning process. The authors mention methods to develop key competences such as mind-mapping, work in small groups, micro-teaching, projects, ABC method and others. Then they focus on illustrations of using some teaching methods during chemistry lessons at primary school in two classes of 8th year. They describe group work and then, a regular lesson, both based on the topic "pH solution" from the thematic unit "Chemical compounds". The description is focused on details, at a low level of generality. The level raises in the last part of the document, i.e. conclusions. We can find many interesting valuations there, which are easy to generalize on other topics. The conclusions are: think and plan of your tasks; emphasize the rehearsal of various strategies of learning; take attention to division of students into groups; control time; take time for weaker students; create good atmosphere without the stress. The analysis can be valuable for own experiences and enables to create other successful scenarios.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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