Zinātniskās argumentācijas ietekme uz skolēnu maldīgajiem priekšstatiem mācoties ķīmiju pamatskolā
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Latvijas Universitāte
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lav
Abstract
Darbā veikta zinātniskās argumentācijas prasmei veltīta 9. klases temata ķīmijā organiskās vielas plānošana un zinātniskās argumentācijas prasmi attīstošu uzdevumu atlase un izveide. Izveidots tests skolēnu maldīgo priekšstatu identificēšanai ķīmijā. Darba gaitā izplānotais temats realizēts E. Kauliņa Lielvārdes vidusskolas 9. klasēs. Pirms un pēc zinātniskās argumentācijas prasmei veltītā temata veikta skolēnu maldīgo priekšstatu diagnostika.
The purpose of this study was the development of a lesson plan of the unit organic substances in 9th grade chemistry, dedicated to the development of student’s scientific argumentation skills. A diagnostic three-tier test was developed to identify and quantify student’s misconceptions in secondary school chemistry. The developed unit took place in a 9th grade classroom of 45 students. A three-tier test to investigate student’s misconceptions took place before and after the unit dedicated to student’s scientific argumentation skills.
The purpose of this study was the development of a lesson plan of the unit organic substances in 9th grade chemistry, dedicated to the development of student’s scientific argumentation skills. A diagnostic three-tier test was developed to identify and quantify student’s misconceptions in secondary school chemistry. The developed unit took place in a 9th grade classroom of 45 students. A three-tier test to investigate student’s misconceptions took place before and after the unit dedicated to student’s scientific argumentation skills.