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Why do we teach chemistry? - considerations of future teachers
| Citace: |
NODZYŃSKA-MOROŃ, MK.; BOČKOVÁ, V.; FLOSMAN, P.; HOLÁ, L.; HRUŠKOVÁ, V.; MÍKA, J.; MILKA, D.; PAPEŽ, V.; PÁTÝ, J.; SIBLÍKOVÁ, T.; SLOUP, D.; ZIMANOVÁ, K. Why do we teach chemistry? - considerations of future teachers. In Nodzyńska-Moroń, MK. Developing key competences. Krakow: University of the National Education Commission, 2024, s. 119-126. ISBN 978-83-68020-38-0.
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| Druh: | KAPITOLA V KNIZE |
| Jazyk publikace: | eng |
| Anglický název: | Why do we teach chemistry? - considerations of future teachers |
| Rok vydání: | 2024 |
| Místo konání: | Krakow |
| Název zdroje: | University of the National Education Commission |
| Autoři: | doc. Małgorzata Krystyna Nodzyńska-Moroń , Vanessa Bočková , Bc. Petr Flosman , Bc. Lucie Holá , Bc. Viola Hrušková , Jan Míka , Dominik Milka , Vojtěch Papež , Bc. Jiří Pátý , Tereza Siblíková , Bc. Dominik Sloup , Bc. Kamila Zimanová |
| Abstrakt EN: | A good teacher must answer the following questions: Why am I teaching my subject? What is the purpose of it? This is especially true for young teachers who are starting their work. It was decided to examine whether students of the teaching faculty can answer the question: Why do we teach chemistry? 15 students ? future chemistry teachers - took part in the research. Their task was to give 3 arguments for teaching chemistry at school. The students? answers mainly concerned the general statement that learning chemistry allows us to understand the world around us, but some of the respondents also noticed the aspect of developing the competence of logical thinking or experimentation. However, in general, it seems that students are not fully convinced of the role of chemistry education. |
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