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Date: 2014.05.07
Posted by Mariusz Jarocki (Poland)
Message: In the paper science-tracked students in Portugal responded to questions regarding what schools and teachers can do to
improve success in Maths/Physics/Chemistry learning. Their suggestions close a feedback loop to optimise methods and tools
used to effective teaching nature science courses.
The document started by listing of very interesting sources, demonstrating that many students do not understand essential
concepts of nature sciences, especially Maths. The authors try to analyse problems in both global and national contexts, with
a general observation that a better understanding of student perceptions can provide science educators about how to increase
academic success.
Next the authors present a methodology of a survey: participants, material and procedure. This part is very relevant to
Chemistry is all around Network project as a template of making a similar research and evaluating its results. The questions
are in my opinion as simple as possible and complete enough to allow to draw valuable conclusions. I found as a Very good
idea to compile the results from various courses: differences between Maths and Physics/Chemistry are very stimulating to
astute and more thorough examination.
The central and the most interesting part of the paper is of course a discussion of the result. I think that there are some
noteworthy observations. Firstly, students recommend that teachers zealously create a positive classroom environment.
Secondly, the programs should be shorter and allow more time for the learning of complex concepts. I would like to especially
emphasize the next conclusion: students appear to know what they want, but do not necessarily appreciate administrative
mechanisms and hierarchy. The lack of this impact (from students to teachers) is a serious obstacle to improve teaching, not
only nature science courses. The next, very important (in my opinion) observations are: an impact of a number of students in
classroom, an impact of nationality/cultural origin and a role of \"everyday, reallife events\" in learning process.
The paper is highly recommended not only for those who want to investigate specifics of Portugal schools and programs. So its
relation to Chemistry is all around Network is very close.
Date: 2013.02.11
Posted by José Antonio Martín-Lagos Martínez (Spain)
Message: This publication is relevant because it analyses the main problems that students encounter to better understand physics, chemistry and mathematics; the importance of the article is that it is based on a survey in which students are the ones who evaluate the difficulties they have with these subjects. Students think that teachers don’t bring the subject down to their reality and to more everyday situations when giving an explanation of the subject’s content. Students think that the subjects must be approached from a more practical and less theoretical point of view. Students need to stop seeing chemistry as something abstract; they must see it as something close to them. The system of class work must also change, the way of explaining the problems.
It gives keys that can have an impact on the improvement of learning, like the change in the teaching system and in the syllabus itself.
The article doesn’t go into that subject matter; given that it focuses on students, it only deals with the problems of the students without going into the teachers’ problems.
Date: 2012.12.13
Posted by Inforef (Belgium)
Message: This publication seeks a way to increase success in 10th grade in science teaching, including physics-chemistry, asking students through a questionnaire what should be improved in the teaching and school organisation. They replied among other that using innovative methods and making students participate more would motivate them, that they want more experiments and exercises, that teachers should use a more appropriate (clearer, more understandable) language, more varied forms of assessments, a shorter curriculum in order to have more time to assimilate the concepts, links between the subject and everyday life…
The students’ answers are coherent with the comments from teachers (complexity to grasp concepts, too theoretical lessons) although some of their requests are not necessarily advisable (such as easier evaluations).
It would be interesting to know whether some the students’ requests were indeed implemented and what effects these had on their results.
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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