ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA

TitleASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA
Publication TypeJournal Article
Year of Publication2004
AuthorsBartuseviča, A, Cēdere, D, Andersone, R
JournalJournal of Baltic Science Education
Volume3
Issue2
Start Page43-51
Date PublishedMarch/2003
Type of ArticleOriginal article
ISSN1648-3898
Keywordsbasic school, chemistry education, environmental education, teaching/learning model
Abstract

Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model „Society – Nature – Technology”. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model.
Situation analysis before the approbation of our teaching/learning model „Society – Nature – Technology” (Bartuseviča, Cēdere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia.
The developed approach – teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students’ comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students’ acquisition level has increased by 38.4% in the 8th–9th grades (during two school years), and by 26.8% in the 9th grades (during one school year).

Approbation results validate the following approaches:

considerably increased proportion of applied chemistry in chemistry curriculum;

environmentally friendly laboratory exercises in chemistry classes;

methods that stimulate thinking and emphasize the significance of chemistry in everyday life.

Refereed DesignationRefereed