| Date: |
1996 |
| Abstract: |
In many European countries, chemistry education faces a number of important recurrent difficulties. For example, at the secondary school level, students' interest in chemistry is decreasing and teachers complain that repeated explanation and demonstration are not very effective, which frustrates them. At university level, lecture courses and laboratory courses are often disconnected and many student experiments are considered as boring «cookbook» problems. These and other recurrent difficulties have evoked the need to improve the quality of chemistry education at both levels. In this article, the contribution of educational research to an improvement of chemistry education is discussed. This research is considered as a tool for analysing teaching and learning problems, for elucidating backgrounds of these difficulties and for developing and evaluating new approaches in chemistry education. Special attention is focused on two promising new research approaches. First, a new research instrument is presented: protocols of discussions during real classroom and laboratory sessions. Second, a new research design is presented: the developmental research approach. Both research approaches can contribute to the improvement of chemistry classroom/laboratory practices and chemistry teacher training. |
| Rights: |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.  |
| Language: |
Castellà |
| Document: |
Article ; recerca ; Versió publicada |
| Subject: |
Ensenyament secundari ;
Laboratori ;
Plans d'estudi de química ;
Formació i reciclatge dels professors de química ;
Sistema educatiu holandès ;
Psicologia cognitiva ;
Protocols de classe ;
Problemes estequiomètrics ;
Cèl·lules electroquímiques |
| Published in: |
Enseñanza de las ciencias, V. 14 n. 3 (1996) p. 279-288, ISSN 2174-6486 |
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