Students creativity in chemistry classes
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In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods,
according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is
presented. The pedagogic experiment with parallel groups was carried out within six sessions during the
2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School
in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the
demonstration methods and the stoichiometry calculations. The other group (group B) were divided into
several groups and each of them had a few tasks: (i) to conduct experiments and according to results to
create stoichiometry problems, and (ii) to read the text and according to the information from text to
develop stoichiometry problems.
At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of dif...ferent types of responses was given in group B. The obtained results
show that an opportunity to create stoichiometry tasks associated with the experimental work or with the
texts can contribute to the development of students divergent thinking.
Ključne reči:
creativity / convergent/divergent thinking / stoichiometry / teaching/learning methods / evaluationIzvor:
Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 2012, 34, 3, 393-398Finansiranje / projekti:
- Teorija i praksa nauke u društvu: multidisciplinarne, obrazovne i međugeneracijske perspektive (RS-179048)
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Institucija/grupa
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Trivić, Dragica AU - Tomašević, Biljana AU - Vuković, Ivana PY - 2012 UR - http://cherry.chem.bg.ac.rs/handle/123456789/5098 AB - In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods, according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is presented. The pedagogic experiment with parallel groups was carried out within six sessions during the 2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the demonstration methods and the stoichiometry calculations. The other group (group B) were divided into several groups and each of them had a few tasks: (i) to conduct experiments and according to results to create stoichiometry problems, and (ii) to read the text and according to the information from text to develop stoichiometry problems. At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results show that an opportunity to create stoichiometry tasks associated with the experimental work or with the texts can contribute to the development of students divergent thinking. T2 - Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy T1 - Students creativity in chemistry classes VL - 34 IS - 3 SP - 393 EP - 398 UR - https://hdl.handle.net/21.15107/rcub_cherry_5098 ER -
@article{ author = "Trivić, Dragica and Tomašević, Biljana and Vuković, Ivana", year = "2012", abstract = "In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods, according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is presented. The pedagogic experiment with parallel groups was carried out within six sessions during the 2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the demonstration methods and the stoichiometry calculations. The other group (group B) were divided into several groups and each of them had a few tasks: (i) to conduct experiments and according to results to create stoichiometry problems, and (ii) to read the text and according to the information from text to develop stoichiometry problems. At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results show that an opportunity to create stoichiometry tasks associated with the experimental work or with the texts can contribute to the development of students divergent thinking.", journal = "Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy", title = "Students creativity in chemistry classes", volume = "34", number = "3", pages = "393-398", url = "https://hdl.handle.net/21.15107/rcub_cherry_5098" }
Trivić, D., Tomašević, B.,& Vuković, I.. (2012). Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34(3), 393-398. https://hdl.handle.net/21.15107/rcub_cherry_5098
Trivić D, Tomašević B, Vuković I. Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy. 2012;34(3):393-398. https://hdl.handle.net/21.15107/rcub_cherry_5098 .
Trivić, Dragica, Tomašević, Biljana, Vuković, Ivana, "Students creativity in chemistry classes" in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34, no. 3 (2012):393-398, https://hdl.handle.net/21.15107/rcub_cherry_5098 .