Demonstration in Teaching Chemistry: The Case of Two High-Schools from Sarajevo Canton

Abstract

For understanding fundamental chemical principles and gaining knowledge in chemistry, observation of chemical changes during experiment are crucial. Demonstration in teaching chemistry is particularly important in primary school where students meet chemistry for the first time, but also in secondary school for more demanding and complicated experiments. This study included 60 secondary school students from two schools in Sarajevo region. We have used test of knowledge regarding demonstration experiments prescribed by Curriculum, and questionnaire for students regarding the frequency of performed experiments. Results of this study showed that teachers performed experiments prescribed by Curriculum for 1^st semester of 1^st grade, and those students mostly do remember what happened during experiments; results of questionnaire showed that experiments in these two schools are performed on regular basis and that students and teachers recognize the importance of demonstration in chemistry.

 

Keywords

• experiments; teaching chemistry; secondary school; test of knowledge; questionnaire.

References

1. H.A. Bent, “What Do I Remember? The Role of Lecture Demonstrations in teaching chemistry”, In Introduction to Chemical Demonstrations: A Handbook for Teachers of Chemistry, Vol. 2, B. Shakashiri. Madison: University of Wisconsin Press, 1983, pp. xiii-xxix.
2. I. Eilks, “Teaching ‘Biodiesel’: A Sociocritical and Problem-Oriented Approach to Chemistry Teaching and Students’ First Views on It.”, 2002, Chem. Educ. Res. Pract. 3(1), pp. 77-85.
3. P.H. Walton, „On the use of chemical demonstrations in lectures“, 2002, Univ. Chem. Educ. 6, pp. 22-27.
4. K.S. Kumar, K.R. Krishna, D.B. Rao, ”Methods of teaching chemistry”, 2004, New Delhi: Discovery Publishing House.
5. A. Kirwardkar, “Teaching of chemistry: Modern methods”, 2007, New Delhi: Sarup&Sons.
6. B.Z. Shakhashiri, “Chemical Demonstrations, a Handbook for Teachers of Chemistry”, 1992, vol. 4, Madison: The University of Wisconsin Press
7. A.H. Johnstone, „Macro and microchemistry“,1982, School Science Review 64 (227), pp. 377–379.
8. I. Devetak, J. Vogrinc, S.A. Glažar, “Assessing 16-Year-Old Students' Understanding of Aqueous Solution at Submicroscopic Level”, 2009, Research in Science Education 39 (2), pp. 157–179.

9. G. Chittleborough, “The Development of Theoretical Frameworks for Understanding the Learning of Chemistry”. In Learning with Understanding in the Chemistry Classroom, I. Devetak and S.A. Glažar, Eds., Dordrecht, Netherlands: Springer Science+Business Media B.V., 2014, pp. 25-40.
10. Halaši, R., Kesler, M. (1976): Metodika nastave hemije i demonstracioni ogledi, Beograd: Naučna knjiga.
11. M.Zejnilagić-Hajrić, I. Nuić, “Frequency of Experiments in Chemistry Education”, in Experiments in Teaching and Learning Natural Sciences, M. Nodzynska, P. Ciesla, A. Kania, Eds. Krakow: Pedagogical University of Krakow, 2014, pp. 38-40.