Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku

Monika Mĺkva; Ľubomír Held

doi:10.14712/18047106.69

Vol 4 No 2 (2013): sciED Výzkumné stati

Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku

Monika Mĺkva, Ľubomír Held,

DOI: https://doi.org/10.14712/18047106.69

PDF

Jak citovat

Mĺkva, M., & Held, Ľ. (2020). Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku. Scientia in educatione, 4(2), 3-19. https://doi.org/10.14712/18047106.69

Stánhout citace

Abstrakt

Početné výskumy dokazujú, že žiaci majú mylné predstavy v mnohých oblastiach chémie a problémy s pochopením viacerých chemických pojmov. Mylné koncepcie žiakov sú pevne zakotvené v ich kognitívnych štruktúrach, sú trváce, sú často odolné voči rôznorodým zmenám a nie je ľahké ich odstrániť. Náš článok demonštruje žiacke miskoncepcie v oblasti organickej chémie. Článok prezentuje kvalitatívny výskum žiackych predstáv a vedomostí v oblasti organickej chémie realizovaný na slovenských školách. Uvádza mnohé žiacke miskoncepcie a zistenia v tejto časti chémie. Predkladá tiež niekoľko odporúčaní pre elimináciu žiackych mylných predstáv v oblasti prírodných vied a pre zefektívnenie procesu ich vyučovania, ktoré by mohli zvýšiť záujem žiakov o štúdium prírodných vied a byť neoceniteľným „motorom? ich vnútornej motivácie.

Reference

BARBER, M., MOURSHED, M. How the world’s best-performing school systems come out on top. New York : McKinsey & Co., 2007, 56 p. Dostupné na: http://mckinseyonsociety.com/downloads/reports/Education/Worlds School Systems Final.pdf Vyhledej v Google Scholar
BEAN, J. C. Engaging ideas: The Professor’s guide to integrating writing, critical thinking and active learning in the classroom. Seattle : Jossey-Bass, Seattle University, 1996, 320 p. Vyhledej v Google Scholar
BEN-ZVI, R., EYLON, B., SILBERSTEIN, J. Is an atom of copper malleable? Journal of chemical education, 1986, vol. 63, no. 1, p. 64–66. Vyhledej v Google Scholar
BOX, V. G. S. Using molecular modeling to understand some of the more subtle aspects of aromaticity and antiaromaticity. Journal of Chemical Education, 2011, vol. 88, no. 7, p. 898–906. Vyhledej v Google Scholar
BRYAN, L. CH. H. Identifying Students’ Misconceptions in ‘A-Level’ Organic Chemistry. Innova Junior College, 2007. Dostupné na: http://conference.nie.edu.sg/2007/paper/papers/SCI352.pdf Vyhledej v Google Scholar
BUNCE, D. M., HUTCHINSON, K. D. The use of the GALT (Group Assessment of Logical Thinking) as a predictor of academic success in college chemistry. Journal of Chemical Education, 1993, vol. 70, p. 183–187. Vyhledej v Google Scholar
CARTRETTE, D. P., MAYO, P. M. Students’ understandings of acids/bases in organic chemistry contexts. Chemistry Education Research and Practice, 2011, vol. 12, p. 29–39. Vyhledej v Google Scholar
DORI, Y. J., KABERMAN, Z. Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science. 2012, vol. 40, p. 69–91. Vyhledej v Google Scholar
DRIVER, R. Students’ conceptions and the learning of science. International Journal of Science Education, 1989, vol. 11, p. 481–490. Vyhledej v Google Scholar
FRANCISCO, J. S., NICOLL, G., TRAUTMANN, M. Integrating multiple teaching methods into a general chemistry classroom. Journal Chemical Education, 1998, vol. 75, p. 210–213. Vyhledej v Google Scholar
HOLEC, S., KMEŤOVÁ, J., SPODNIAKOVÁ PFEFFEROVÁ, M., RAGANOVÁ, J., HRUŠKA, M. Testovanie prírodovednej gramotnosti PISA 2006. Fakulta prírodných vied, Univerzita Mateja Bela, Banská Bystrica, 2010, s. 59–69. Vyhledej v Google Scholar
CHRISTIAN, K., TALANQUER, V. Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 2012, vol. 13, no. 3, p. 286–295. Vyhledej v Google Scholar
KOVAC, J. Student Active learning methods in General Chemistry. Journal of Chemical Education, 1999, vol. 76, p. 120. Vyhledej v Google Scholar
KRUSE, R. A., ROEHRIG, G. H. A Comparison Study: Assessing Teachers’ Conceptions with the Chemistry Concepts Inventory. Journal of chemical education, 2005, vol. 82, no. 8, p. 1 246–1 250. Vyhledej v Google Scholar
LIM, Ch., TAY, L., HEDBERG, J. Employing an Activity-Theoretical Perspective to Localize an Educational Innovation in an Elementary School. Journal of Educational Computing Research, 2011, vol. 44, no. 3, p. 319–344. Vyhledej v Google Scholar
LOPEZ, E., NANDAGOPAL, K., CARDIN, N., SHAVELSON, R. J., PENN, J. H. Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching. Chemistry Education Research and Practice, 2011, vol. 12, no. 2, p. 133–141. Vyhledej v Google Scholar
LOU, S., LIN, H., SHIH, R., TSENG, K. Improving the effectiveness of organic chemistry experiments through multimedia teaching materials for junior high school students. Turkish Online Journal of Educational Technology – TOJET, 2012, vol. 11, no. 2, p. 135–141. Vyhledej v Google Scholar
LOVERUDE, M. E., GONZALEZ, B. L., NANES, R. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers. Physical Review Special Topics: Physics Education Research, 2011, vol. 7, no. 1. Vyhledej v Google Scholar
LYNCH,D. J., TRUJILLO, H. Motivational Beliefs and Learning Strategies in Organic Chemistry. International Journal of Science and Mathematics Education, 2011, vol. 9, no. 6, p. 1 351–1 365. Vyhledej v Google Scholar
McDERMOTT, L. Research on Conceptual Understanding in Mechanics. Physics Today, 1984, vol. 37, p. 4–32. Vyhledej v Google Scholar
MĹKVA, M. Miskoncepcie žiakov v organickej chémii. InAktuálne trendy vo vyučovaní prírodných vied. Zborník z medzinárodnej konferencie Smolenice 15.–17. október 2012. Trnava : Trnavská univerzita v Trnave, Pedagogická fakulta, 2012, s. 66–72. Vyhledej v Google Scholar
MOHAN, L., CHEN, J., ANDERSON, Ch. W. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 2009, vol. 46, no. 6, p. 675–698. Vyhledej v Google Scholar
OROLÍNOVÁ, M. Skúsenosti z uplatnenia zakotvenej teórie pri skúmaní detských a laických interpretácií javov. Acta Fac. Paed. Univ. Tyrnaviensis, Ser. D, 2004, č. 8, s. 75–85. Vyhledej v Google Scholar
ROSENTHAL, L. C. Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 1987, vol. 64, p. 996–998. Vyhledej v Google Scholar
PURSELL, D. P. Adapting to student learning styles: engaging students with cell phone technology in organic chemistry instruction. Journal of Chemical Education, 2099, vol. 86, no. 10, p. 1 219–1 222. Vyhledej v Google Scholar
REDISH, E. F. The implications of cognitive studies for teaching physics. American Journal of Physics, 1994, vol. 62, no. 6, p. 796–803. Vyhledej v Google Scholar
RUSHTON, G. T., HARDY, R. C., GWALTNEY, K. P., LEWIS, S. E. Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 2008, vol. 9, no. 2, p. 122–130. Vyhledej v Google Scholar
SADEK, C. M., BROWN, B. A., WAN, H. A cost-effective two-part experiment for teaching introductory organic chemistry techniques. Journal of Chemical Education, 2011, vol. 88, no. 10, p. 1 431–1 433. Vyhledej v Google Scholar
SALAH, H., DUMON, A. Conceptual integration of hybridization by algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 2011, vol. 12, no. 4, p. 443–453. Vyhledej v Google Scholar
SANDERS,W. L., RIVERS, J. C. Research Project Report: Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville : University of Tennessee Value-Added Research and Assessment Center. Vyhledej v Google Scholar
SHEEHAN, M., CHILDS, P. E. ITS chemistry! An intervention programme aimed at developing thinking skills in chemistry. Paper presented at European Science Education Research Association (ESERA) conference, Lyon, France, Strand 2, available online at: http://lsg.ucy.ac.cy/esera/e book/base/ebook/strand2/ebook-esera2011 SHEEHAN 02.pdf, accessed 21/6/12. Vyhledej v Google Scholar
SHEEHAN, M., CHILDS, P. E., HAYES, S. The chemical misconceptions of preservice science teachers at the University of Limerick: Do they change? IOSTENWE : Contemporary Issues in Science and Technology Education, 2011. Vyhledej v Google Scholar
SHIBLEY, I. A., AMARAL, K. E., AURENTZ, D., MCCAULLY, R. J. Oxidation and Reduction Reactions in Organic Chemistry. Journal of Chemical Education, 2010, vol. 87, no. 12, p. 1 351–1 354. Vyhledej v Google Scholar
SCHMIDT, H. J. Students’ Understanding of Molecular Structure and Properties of Organic Compounds. St. Louis : MO, 1996. Vyhledej v Google Scholar
SIMPSON, P. Organic reaction mechanisms in the sixth form part 1. School Science Review, 1988, vol. 70, no. 251, p. 77–82. Vyhledej v Google Scholar
STULL, A. T., HEGARTY, M., DIXON, B., STIEFF, M. Representational translation with concrete models in organic chemistry. Cognition and Instruction, 2012, vol. 30, no. 4, p. 404–434. Vyhledej v Google Scholar
SZU, E., NANDAGOPAL, K., SHAVELSON, R. J., LOPEZ, E. J., PENN, J. H., SCHARBERG, M., HILL, G. W. Understanding academic performance in organic chemistry. Journal of Chemical Education, 2011, vol. 88, no. 9, p. 1 238–1 242. Vyhledej v Google Scholar
ŠKODA, J., DOULÍK, P. Prekoncepce a miskoncepce v odborových didaktikách. Ústí nad Labem : Univerzita J. E. Purkyně, 2010, 273 s. Vyhledej v Google Scholar
TAN, K. D., TABER, K. Ionization energy: implications of preservice teachers’ conceptions. Journal of chemical education, 2009, vol. 86, no. 5, p. 623–629. Vyhledej v Google Scholar
TOPAL, G., ORAL, B., ÖZDEN, M. University and secondary school students’ misconceptions about the concept of “Aromaticity” in organic chemistry. International Journal of Environmental and Science Education, 2007, vol. 2, no. 4, p. 135–143. Vyhledej v Google Scholar
VICENOVÁ, H., GANAJOVÁ, M. Chémia pre 9. ročník základnej školy a 4. ročník gymnázia s osemročným štúdiom. Bratislava : EXPOL PEDAGOGIKA, 2012, 142 s. Vyhledej v Google Scholar
ZOLLER, U. Students’ misunderstandings and misconceptions in college freshman chemistry (General and Organic). Journal of Research in Science Teaching, 1990, vol. 27, no. 10, p. 1 053–1 065. Vyhledej v Google Scholar
ZOLLER, U. Are lecture and learning compatible – maybe for LOCS – unlikely for HOCS. Journal of Chemical Education, 1993, vol. 70, no. 3, p. 195–197. Vyhledej v Google Scholar
ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Bratislava : VEDA – TYPI Universitas Tyrnaviensis, 2006, 167 s. Vyhledej v Google Scholar

Licence

Autoři, kteří publikují v tomto časopise, souhlasí s následujícími body:

Autoři si ponechávají copyright a garantují časopisu právo prvního publikování, přitom je práce zároveň licencována pod Creative Commons Attribution licencí, která umožňuje ostatním sdílet tuto práci s tím, že přiznají jejího autora a první publikování v tomto časopisu.
Autoři mohou vstupovat do dalších samostatných smluvních dohod pro neexkluzivní šíření práce ve verzi, ve které byla publikována v časopise (například publikovat ji v knize), avšak s tím, že přiznají její první publikování v tomto časopisu.
Autorům je dovoleno a doporučováno, aby zpřístupnili svou práci online (například na svých webových stránkách) před a v průběhu redakčního řízení jejich příspěvku, protože takový postup může vést k produktivním výměnám názorů a také dřívější a vyšší citovanosti publikované práce (Viz Efekt otevřeného přístupu).

[1] BARBER, M., MOURSHED, M. How the world’s best-performing school systems come out on top. New York : McKinsey & Co., 2007, 56 p. Dostupné na: http://mckinseyonsociety.com/downloads/reports/Education/Worlds School Systems Final.pdf Vyhledej v Google Scholar

[2] BEAN, J. C. Engaging ideas: The Professor’s guide to integrating writing, critical thinking and active learning in the classroom. Seattle : Jossey-Bass, Seattle University, 1996, 320 p. Vyhledej v Google Scholar

[3] BEN-ZVI, R., EYLON, B., SILBERSTEIN, J. Is an atom of copper malleable? Journal of chemical education, 1986, vol. 63, no. 1, p. 64–66. Vyhledej v Google Scholar

[4] BOX, V. G. S. Using molecular modeling to understand some of the more subtle aspects of aromaticity and antiaromaticity. Journal of Chemical Education, 2011, vol. 88, no. 7, p. 898–906. Vyhledej v Google Scholar

[5] BRYAN, L. CH. H. Identifying Students’ Misconceptions in ‘A-Level’ Organic Chemistry. Innova Junior College, 2007. Dostupné na: http://conference.nie.edu.sg/2007/paper/papers/SCI352.pdf Vyhledej v Google Scholar

[6] BUNCE, D. M., HUTCHINSON, K. D. The use of the GALT (Group Assessment of Logical Thinking) as a predictor of academic success in college chemistry. Journal of Chemical Education, 1993, vol. 70, p. 183–187. Vyhledej v Google Scholar

[7] CARTRETTE, D. P., MAYO, P. M. Students’ understandings of acids/bases in organic chemistry contexts. Chemistry Education Research and Practice, 2011, vol. 12, p. 29–39. Vyhledej v Google Scholar

[8] DORI, Y. J., KABERMAN, Z. Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science. 2012, vol. 40, p. 69–91. Vyhledej v Google Scholar

[9] DRIVER, R. Students’ conceptions and the learning of science. International Journal of Science Education, 1989, vol. 11, p. 481–490. Vyhledej v Google Scholar

[10] FRANCISCO, J. S., NICOLL, G., TRAUTMANN, M. Integrating multiple teaching methods into a general chemistry classroom. Journal Chemical Education, 1998, vol. 75, p. 210–213. Vyhledej v Google Scholar

[11] HOLEC, S., KMEŤOVÁ, J., SPODNIAKOVÁ PFEFFEROVÁ, M., RAGANOVÁ, J., HRUŠKA, M. Testovanie prírodovednej gramotnosti PISA 2006. Fakulta prírodných vied, Univerzita Mateja Bela, Banská Bystrica, 2010, s. 59–69. Vyhledej v Google Scholar

[12] CHRISTIAN, K., TALANQUER, V. Modes of reasoning in self-initiated study groups in chemistry. Chemistry Education Research and Practice, 2012, vol. 13, no. 3, p. 286–295. Vyhledej v Google Scholar

[13] KOVAC, J. Student Active learning methods in General Chemistry. Journal of Chemical Education, 1999, vol. 76, p. 120. Vyhledej v Google Scholar

[14] KRUSE, R. A., ROEHRIG, G. H. A Comparison Study: Assessing Teachers’ Conceptions with the Chemistry Concepts Inventory. Journal of chemical education, 2005, vol. 82, no. 8, p. 1 246–1 250. Vyhledej v Google Scholar

[15] LIM, Ch., TAY, L., HEDBERG, J. Employing an Activity-Theoretical Perspective to Localize an Educational Innovation in an Elementary School. Journal of Educational Computing Research, 2011, vol. 44, no. 3, p. 319–344. Vyhledej v Google Scholar

[16] LOPEZ, E., NANDAGOPAL, K., CARDIN, N., SHAVELSON, R. J., PENN, J. H. Validating the use of concept-mapping as a diagnostic assessment tool in organic chemistry: implications for teaching. Chemistry Education Research and Practice, 2011, vol. 12, no. 2, p. 133–141. Vyhledej v Google Scholar

[17] LOU, S., LIN, H., SHIH, R., TSENG, K. Improving the effectiveness of organic chemistry experiments through multimedia teaching materials for junior high school students. Turkish Online Journal of Educational Technology – TOJET, 2012, vol. 11, no. 2, p. 135–141. Vyhledej v Google Scholar

[18] LOVERUDE, M. E., GONZALEZ, B. L., NANES, R. Inquiry-Based Course in Physics and Chemistry for Preservice K-8 Teachers. Physical Review Special Topics: Physics Education Research, 2011, vol. 7, no. 1. Vyhledej v Google Scholar

[19] LYNCH,D. J., TRUJILLO, H. Motivational Beliefs and Learning Strategies in Organic Chemistry. International Journal of Science and Mathematics Education, 2011, vol. 9, no. 6, p. 1 351–1 365. Vyhledej v Google Scholar

[20] McDERMOTT, L. Research on Conceptual Understanding in Mechanics. Physics Today, 1984, vol. 37, p. 4–32. Vyhledej v Google Scholar

[21] MĹKVA, M. Miskoncepcie žiakov v organickej chémii. InAktuálne trendy vo vyučovaní prírodných vied. Zborník z medzinárodnej konferencie Smolenice 15.–17. október 2012. Trnava : Trnavská univerzita v Trnave, Pedagogická fakulta, 2012, s. 66–72. Vyhledej v Google Scholar

[22] MOHAN, L., CHEN, J., ANDERSON, Ch. W. Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 2009, vol. 46, no. 6, p. 675–698. Vyhledej v Google Scholar

[23] OROLÍNOVÁ, M. Skúsenosti z uplatnenia zakotvenej teórie pri skúmaní detských a laických interpretácií javov. Acta Fac. Paed. Univ. Tyrnaviensis, Ser. D, 2004, č. 8, s. 75–85. Vyhledej v Google Scholar

[24] ROSENTHAL, L. C. Writing across the curriculum: Chemistry lab reports. Journal of Chemical Education, 1987, vol. 64, p. 996–998. Vyhledej v Google Scholar

[25] PURSELL, D. P. Adapting to student learning styles: engaging students with cell phone technology in organic chemistry instruction. Journal of Chemical Education, 2099, vol. 86, no. 10, p. 1 219–1 222. Vyhledej v Google Scholar

[26] REDISH, E. F. The implications of cognitive studies for teaching physics. American Journal of Physics, 1994, vol. 62, no. 6, p. 796–803. Vyhledej v Google Scholar

[27] RUSHTON, G. T., HARDY, R. C., GWALTNEY, K. P., LEWIS, S. E. Alternative conceptions of organic chemistry topics among fourth year chemistry students. Chemistry Education Research and Practice, 2008, vol. 9, no. 2, p. 122–130. Vyhledej v Google Scholar

[28] SADEK, C. M., BROWN, B. A., WAN, H. A cost-effective two-part experiment for teaching introductory organic chemistry techniques. Journal of Chemical Education, 2011, vol. 88, no. 10, p. 1 431–1 433. Vyhledej v Google Scholar

[29] SALAH, H., DUMON, A. Conceptual integration of hybridization by algerian students intending to teach physical sciences. Chemistry Education Research and Practice, 2011, vol. 12, no. 4, p. 443–453. Vyhledej v Google Scholar

[30] SANDERS,W. L., RIVERS, J. C. Research Project Report: Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville : University of Tennessee Value-Added Research and Assessment Center. Vyhledej v Google Scholar

[31] SHEEHAN, M., CHILDS, P. E. ITS chemistry! An intervention programme aimed at developing thinking skills in chemistry. Paper presented at European Science Education Research Association (ESERA) conference, Lyon, France, Strand 2, available online at: http://lsg.ucy.ac.cy/esera/e book/base/ebook/strand2/ebook-esera2011 SHEEHAN 02.pdf, accessed 21/6/12. Vyhledej v Google Scholar

[32] SHEEHAN, M., CHILDS, P. E., HAYES, S. The chemical misconceptions of preservice science teachers at the University of Limerick: Do they change? IOSTENWE : Contemporary Issues in Science and Technology Education, 2011. Vyhledej v Google Scholar

[33] SHIBLEY, I. A., AMARAL, K. E., AURENTZ, D., MCCAULLY, R. J. Oxidation and Reduction Reactions in Organic Chemistry. Journal of Chemical Education, 2010, vol. 87, no. 12, p. 1 351–1 354. Vyhledej v Google Scholar

[34] SCHMIDT, H. J. Students’ Understanding of Molecular Structure and Properties of Organic Compounds. St. Louis : MO, 1996. Vyhledej v Google Scholar

[35] SIMPSON, P. Organic reaction mechanisms in the sixth form part 1. School Science Review, 1988, vol. 70, no. 251, p. 77–82. Vyhledej v Google Scholar

[36] STULL, A. T., HEGARTY, M., DIXON, B., STIEFF, M. Representational translation with concrete models in organic chemistry. Cognition and Instruction, 2012, vol. 30, no. 4, p. 404–434. Vyhledej v Google Scholar

[37] SZU, E., NANDAGOPAL, K., SHAVELSON, R. J., LOPEZ, E. J., PENN, J. H., SCHARBERG, M., HILL, G. W. Understanding academic performance in organic chemistry. Journal of Chemical Education, 2011, vol. 88, no. 9, p. 1 238–1 242. Vyhledej v Google Scholar

[38] ŠKODA, J., DOULÍK, P. Prekoncepce a miskoncepce v odborových didaktikách. Ústí nad Labem : Univerzita J. E. Purkyně, 2010, 273 s. Vyhledej v Google Scholar

[39] TAN, K. D., TABER, K. Ionization energy: implications of preservice teachers’ conceptions. Journal of chemical education, 2009, vol. 86, no. 5, p. 623–629. Vyhledej v Google Scholar

[40] TOPAL, G., ORAL, B., ÖZDEN, M. University and secondary school students’ misconceptions about the concept of “Aromaticity” in organic chemistry. International Journal of Environmental and Science Education, 2007, vol. 2, no. 4, p. 135–143. Vyhledej v Google Scholar

[41] VICENOVÁ, H., GANAJOVÁ, M. Chémia pre 9. ročník základnej školy a 4. ročník gymnázia s osemročným štúdiom. Bratislava : EXPOL PEDAGOGIKA, 2012, 142 s. Vyhledej v Google Scholar

[42] ZOLLER, U. Students’ misunderstandings and misconceptions in college freshman chemistry (General and Organic). Journal of Research in Science Teaching, 1990, vol. 27, no. 10, p. 1 053–1 065. Vyhledej v Google Scholar

[43] ZOLLER, U. Are lecture and learning compatible – maybe for LOCS – unlikely for HOCS. Journal of Chemical Education, 1993, vol. 70, no. 3, p. 195–197. Vyhledej v Google Scholar

[44] ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Bratislava : VEDA – TYPI Universitas Tyrnaviensis, 2006, 167 s. Vyhledej v Google Scholar

Scientia in educatione

Abstrakt

Reference

Stažení

Licence