The knowledge of basic chemical concepts in elementary and secondary schools
Znanje osnovnih hemijskih pojmova u osnovnoj školi i gimnaziji
Abstract
The paper presents the results of an extensive long range testing of pupils in elementary and secondary schools. the aim of he research was to obtain information on which basic chemical concepts are familiar to elementary school pupils, and what part of that knowledge retains in their memory long enough to enable them to go on with studying chemistry in secondary school more precisely, what remains in the memory of those pupils who were the best in elementary school. The results show that the majority of the pupils use the concepts mainly in a mechanical way, according to the memorized schemata, without perceiving and understanding the relations between the parts, or applying the acquired knowledge in new situations. Behind the high percentage of correct answers he mostly reproductions of definitions or whole chunks from textbooks, and well-rehearsed algorithms for solving recognizable chemical problems. There is no doubt that the contents of the chemistry curriculum should be red, but... even more urgent is to change the mode of teaching. Memorizing theories and principles has become a purpose per se, and pupils can hardly see what use there is of such knowledge in the real world. The process should be reversed: the starting point should be a section of the 'real world' which, then, can be analyzed from the point of view of chemistry. The selection of such sections should be made according to the needs and interests of pupils.
U radu su prikazani rezultati višegodišnjih testiranja učenika osnovne škole i gimnazije, s ciljem da se dobiju informacije koliko đaci u osnovnoj školi znaju osnovne hemijske pojmove i šta od tog znanja 'preostane' za nastavak učenja hemije u gimnaziji. Preciznije, šta preostane kod onih koji su hemiju najbolje znali u osnovnoj školi. Dobijeni rezultati pokazuju da se većina učenika sadržajima služi više mehanički, prema naučenim šemama nego što uočava veze i odnose među delovima gradiva i stečeno znanje primenjuje u novim situacijama. Iza visokih procenata tačnih odgovora uglavnom stoji nivo reprodukcije definicija ili delova sadržaja udžbenika reči profesora, ili dobro uvežbanih algoritama za rešavanje prepoznatljivih hemijskih problema. Nema sumnje da je potrebno smanjiti obim gradiva u nastavi hemije, ali je još važnije promeniti način rada. Učenje teorija i principa postalo je samo sebi svrha i učenicima je teško da uoče svrsishodnost tog znanja u realnom svetu. Zato treba krenut...i od realnog sveta, omeđiti jedan deo i razmotriti ga sa stanovišta hemije. U izboru tih delova ne treba zanemariti što je učenicima zaista važno da znaju, kakve su njihove potrebe i interesovanja.
Keywords:
chemistry teaching / level of attainment / durability of knowledge / elementary school / secondary school / nastava hemije / nivo znanja / trajnost znanja / osnovna škola / gimnazijaSource:
Nastava i vaspitanje, 2001, 50, 2, 185-197Collections
Institution/Community
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Trivić, Dragica AU - Lazarević-Bojović, Snežana D. PY - 2001 UR - https://cherry.chem.bg.ac.rs/handle/123456789/186 AB - The paper presents the results of an extensive long range testing of pupils in elementary and secondary schools. the aim of he research was to obtain information on which basic chemical concepts are familiar to elementary school pupils, and what part of that knowledge retains in their memory long enough to enable them to go on with studying chemistry in secondary school more precisely, what remains in the memory of those pupils who were the best in elementary school. The results show that the majority of the pupils use the concepts mainly in a mechanical way, according to the memorized schemata, without perceiving and understanding the relations between the parts, or applying the acquired knowledge in new situations. Behind the high percentage of correct answers he mostly reproductions of definitions or whole chunks from textbooks, and well-rehearsed algorithms for solving recognizable chemical problems. There is no doubt that the contents of the chemistry curriculum should be red, but even more urgent is to change the mode of teaching. Memorizing theories and principles has become a purpose per se, and pupils can hardly see what use there is of such knowledge in the real world. The process should be reversed: the starting point should be a section of the 'real world' which, then, can be analyzed from the point of view of chemistry. The selection of such sections should be made according to the needs and interests of pupils. AB - U radu su prikazani rezultati višegodišnjih testiranja učenika osnovne škole i gimnazije, s ciljem da se dobiju informacije koliko đaci u osnovnoj školi znaju osnovne hemijske pojmove i šta od tog znanja 'preostane' za nastavak učenja hemije u gimnaziji. Preciznije, šta preostane kod onih koji su hemiju najbolje znali u osnovnoj školi. Dobijeni rezultati pokazuju da se većina učenika sadržajima služi više mehanički, prema naučenim šemama nego što uočava veze i odnose među delovima gradiva i stečeno znanje primenjuje u novim situacijama. Iza visokih procenata tačnih odgovora uglavnom stoji nivo reprodukcije definicija ili delova sadržaja udžbenika reči profesora, ili dobro uvežbanih algoritama za rešavanje prepoznatljivih hemijskih problema. Nema sumnje da je potrebno smanjiti obim gradiva u nastavi hemije, ali je još važnije promeniti način rada. Učenje teorija i principa postalo je samo sebi svrha i učenicima je teško da uoče svrsishodnost tog znanja u realnom svetu. Zato treba krenuti od realnog sveta, omeđiti jedan deo i razmotriti ga sa stanovišta hemije. U izboru tih delova ne treba zanemariti što je učenicima zaista važno da znaju, kakve su njihove potrebe i interesovanja. T2 - Nastava i vaspitanje T1 - The knowledge of basic chemical concepts in elementary and secondary schools T1 - Znanje osnovnih hemijskih pojmova u osnovnoj školi i gimnaziji VL - 50 IS - 2 SP - 185 EP - 197 UR - https://hdl.handle.net/21.15107/rcub_cherry_186 ER -
@article{ author = "Trivić, Dragica and Lazarević-Bojović, Snežana D.", year = "2001", abstract = "The paper presents the results of an extensive long range testing of pupils in elementary and secondary schools. the aim of he research was to obtain information on which basic chemical concepts are familiar to elementary school pupils, and what part of that knowledge retains in their memory long enough to enable them to go on with studying chemistry in secondary school more precisely, what remains in the memory of those pupils who were the best in elementary school. The results show that the majority of the pupils use the concepts mainly in a mechanical way, according to the memorized schemata, without perceiving and understanding the relations between the parts, or applying the acquired knowledge in new situations. Behind the high percentage of correct answers he mostly reproductions of definitions or whole chunks from textbooks, and well-rehearsed algorithms for solving recognizable chemical problems. There is no doubt that the contents of the chemistry curriculum should be red, but even more urgent is to change the mode of teaching. Memorizing theories and principles has become a purpose per se, and pupils can hardly see what use there is of such knowledge in the real world. The process should be reversed: the starting point should be a section of the 'real world' which, then, can be analyzed from the point of view of chemistry. The selection of such sections should be made according to the needs and interests of pupils., U radu su prikazani rezultati višegodišnjih testiranja učenika osnovne škole i gimnazije, s ciljem da se dobiju informacije koliko đaci u osnovnoj školi znaju osnovne hemijske pojmove i šta od tog znanja 'preostane' za nastavak učenja hemije u gimnaziji. Preciznije, šta preostane kod onih koji su hemiju najbolje znali u osnovnoj školi. Dobijeni rezultati pokazuju da se većina učenika sadržajima služi više mehanički, prema naučenim šemama nego što uočava veze i odnose među delovima gradiva i stečeno znanje primenjuje u novim situacijama. Iza visokih procenata tačnih odgovora uglavnom stoji nivo reprodukcije definicija ili delova sadržaja udžbenika reči profesora, ili dobro uvežbanih algoritama za rešavanje prepoznatljivih hemijskih problema. Nema sumnje da je potrebno smanjiti obim gradiva u nastavi hemije, ali je još važnije promeniti način rada. Učenje teorija i principa postalo je samo sebi svrha i učenicima je teško da uoče svrsishodnost tog znanja u realnom svetu. Zato treba krenuti od realnog sveta, omeđiti jedan deo i razmotriti ga sa stanovišta hemije. U izboru tih delova ne treba zanemariti što je učenicima zaista važno da znaju, kakve su njihove potrebe i interesovanja.", journal = "Nastava i vaspitanje", title = "The knowledge of basic chemical concepts in elementary and secondary schools, Znanje osnovnih hemijskih pojmova u osnovnoj školi i gimnaziji", volume = "50", number = "2", pages = "185-197", url = "https://hdl.handle.net/21.15107/rcub_cherry_186" }
Trivić, D.,& Lazarević-Bojović, S. D.. (2001). The knowledge of basic chemical concepts in elementary and secondary schools. in Nastava i vaspitanje, 50(2), 185-197. https://hdl.handle.net/21.15107/rcub_cherry_186
Trivić D, Lazarević-Bojović SD. The knowledge of basic chemical concepts in elementary and secondary schools. in Nastava i vaspitanje. 2001;50(2):185-197. https://hdl.handle.net/21.15107/rcub_cherry_186 .
Trivić, Dragica, Lazarević-Bojović, Snežana D., "The knowledge of basic chemical concepts in elementary and secondary schools" in Nastava i vaspitanje, 50, no. 2 (2001):185-197, https://hdl.handle.net/21.15107/rcub_cherry_186 .