Vesna Ferk Savec

Evaluating the Educational Value of Molecular Structure Representations

An investigation examined the value of various representations (e.g. concrete three-dimensional models, virtual computer models, static two-dimensional computer models, stereo-chemical formulas) in supporting the achievement by students of an effective perception of molecular structures. Additionally, the usefulness was studied of concrete three-dimensional models, virtual computer molecular models, and their combination, as help tools for students in solving spatial chemistry tasks involving three-dimensional perception, rotation and reflection. Altogether 477 students from secondary schools (age: 18–19 years) took part in the investigation. For purpose of the inquiry a set of four Molecular Visualization Tests was developed. Information about students` manner of thinking while solving spatial tasks was initially gained with a questionnaire and then examined in depth with a structured interview. The data was processed by methods suitable for the respective quantitative and qualitative approaches taken. The results suggest that the information sources which serve as a foundation for students’ perception of molecular structure decrease in value from concrete models, to virtual models, to static computer models. Students’ perception of three-dimensional structure was better when a stereo-chemical formula was used in comparison to that supported by a computer image. The results indicate that both molecular models types used as help-tools can ease the solving of chemistry tasks that require three-dimensional thinking. Virtual computer models seem to be as effective as concrete models, but the combined usage of both can cause splits in students’ attention and therefore seems to be less appropriate.

Action Research to Promote the Formation of Linkages by Chemistry Students Between the Macro, Submicro, and Symbolic Representational Levels

This chapter presents findings from an action research project to improve Slovenian primary-school (13–14 years) students’ understanding of the role of chemical reactions in everyday life and the meaning of representations at the submicro and symbolic levels. In the investigation, a teaching approach entitled Life – Observations – Notations (LON) was developed, tested out and evaluated. The action research was conducted in collaboration with primary school chemistry teachers, the adviser for chemistry of the National Board of Education for Slovenia, and researchers in chemical education from the University of Ljubljana. The main findings suggest that as a consequence of the application of the LON approach in classroom teaching (1) students improved their interest in learning about chemical reactions, (2) students gained a more holistic understanding of chemical reactions, (3) students’ ability to connect observations at the macroscopic level with their understanding of the submicro and symbolic levels improved, whereby models were used to bridge the gap between macroscopic observations and symbolic notations of chemical equations and (4) action research contributed to the successful development and implementation of the LON approach.

Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education

The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted.

Prospective Chemistry Teachers’ Use of Student-Centered Learning During Their Teaching Practicum

This chapter by Ferk Savec and Wissiak Grm is a concluding chapter of this book. Well-educated teacher is an important factor during student’ chemistry learning, and for that reason teachers’ education is presented at the end. It shows the importance of the pre-service chemistry teachers’ using of student-centered learning during their teacher education pre-service program. During practical pedagogical training, pre-service chemistry teachers—students of the third and fourth year at the Faculty of Education, University of Ljubljana must use the knowledge gained through a number of theoretical and pedagogical subjects in the framework of their tertiary education. This means that they must also use student-centered learning methods, which facilitate the learning of chemistry with understanding. Authors researched students’ aspects about student-centered learning methods and their ability to use them effectively during their practical pedagogical training. The results suggest that students recognize many advantages of using student-centered learning methods in the chemistry classroom but, due to their limited experience, they are unable to use them as effectively as they would like.