Teaching of experimental design skills: results from a longitudinal study

Abstract

This paper reports the findings of the second and the third year of a four year longitudinal empirical research into the modification of ‘step-by-step’ instructions to practical activities which require...

Kutatásalapú kémiatanítás • Inquiry-based Chemistry Education

“…A kísérlettervezés következő elemeit tanítottuk a diákoknak: a változók azonosítását és kontrollját (beleértve az "egyszerre csak egy tényezőt változtatunk" elvet), az eszközök és anyagok kiválasztását, valamint a kísérlet lépései helyes sorrendjének meghatározását. Mivel a 2. tanév végén végzett mérés adatainak elemzése alapján már a 2. és a 3. kísérleti csoport is jobban teljesített a kísérlettervező feladatokból álló alteszten a kontrollcsoportnál, ezt a modellt tartottuk meg végig a kutatás során (Szalay et al, 2021).…”

Exploration on the Teaching of Experimental Design in Applied Universities

“…Only when students have the interest and motivation to learn the course, can they learn the course well and apply theoretical knowledge and methods into practice. Case teaching is a student-centered, interactive exploration process of realistic problems and a specific fact, which can effectively raise students' interest in learning [7].Therefore, we should set out from the practical problem in classroom teaching, carefully choose cases which are sufficient representative, derive from actual problems, enlighten the students to think, analyse, research the question in the case, select the appropriate data analysis methods to analyze problems, combined with the mathematical software to calculate, and then discuss the calculation process and result, finally form a summary report.…”

Guided inquiry-based learning in secondary-school chemistry classes: a case study

“…In a further study, they carried out a four-year programme in which high-performing students participated in six inquiry activities each school year focusing on designing experiments. The students were attending sixyear secondary schools specialising in gifted education and had been admitted following a selection process (Szalay, Tóth and Kiss, 2020;Szalay, Tóth and Borbás, 2021). Our programme in contrast targets students attending ordinary four-year secondary schools, for most of whom chemistry education ends in the 10th grade.…”