THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL

Miloš S. Kozić; Dragica D. Trivic

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THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL

Title	THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL
Publication Type	Journal Article
Year of Publication	2022
Authors	Kozić, MS, Trivic, DD
Journal	Journal of Baltic Science Education
Volume	21
Issue	6A
Start Page	1165-1180
Pagination	Continuous
Date Published	December/2022
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	chemistry concepts, context-based approach, industry field trip, thirteen-year-old students, waterworks
Abstract	Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities.
URL	https://oaji.net/articles/2022/987-1672585401.pdf
DOI	10.33225/jbse/22.21.1165
Refereed Designation	Refereed
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