Lifelong Learning Programme

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Successful Experiences in Chemistry Teaching: Has Chemistry Education Research Common Ground with Greek School Practice?

Katerina Salta and Dionysios Koulougliotis

Technological Educational Institute (TEI) of Ionian Islands
Zakynthos, Greece

ksalta@chem.uoa.gr, dkoul@teiion.gr

Abstract

In the first part of this work, we present a brief summary on educational research related with the effects of different instructional strategies on chemistry learning by focusing on the two most common school instruction settings: the classroom and the laboratory. Subsequently, an effort is made to explore the degree of adoption of these strategies by Greek teachers via analysis of the content of a workshop carried out with the participation of 15 persons. Significant insights were provided in regard with “what constitutes a successful experience in chemistry teaching” and proposals of good teaching practices and also for the conditions required for the successful implementation of a novel teaching approach were made. Practical laboratory work, the cooperative teaching approach (despite its difficulties in implementation), the exploitation of interdisciplinarity and the targeted use of ICT have been some of the proposed good practices. The main conclusion reached is that although Greek chemistry teachers are aware of the existence and importance of student-centered instructional approaches proposed by chemistry education research, they seem to face several obstacles during practical implementation and often ignore the circumstances under which these approaches are effective for students’ meaningful learning.

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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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