<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jana  Braniša</style></author><author><style face="normal" font="default" size="100%">Zita  Jenisová</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPUTER SUPPORTED SCHOOL CHEMICAL EXPERIMENT IN COMPLEX APPROACH – “ACIDIC BUBBLES”</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemical experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">complex experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">computer school</style></keyword><keyword><style  face="normal" font="default" size="100%">everyday chemistry</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435680.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Digital technologies are used in experimental practice under school conditions mainly for data statistic processing, computer modeling of natural principles and supporting the real experiments by computer, so that the measurement process can occur simultaneously with data recording during experiments. This study is focused on the use of computer within real experimenting. We have chosen the experiment “Acidic bubbles” as an example of running the computer-aided real experiment. Solubility of carbon dioxide (CO2) in the liquid is influenced by characteristics of the solvent and the solute, pressure and temperature. The aim of the experiments is to show changes in pH values in water/carbon dioxide (H2O/CO2) mixtures (differing in various CO2 content) in time and temperature. Experiments confirmed that the temperature increased in relation to increasing pH. CO2 solubility decreased along with increasing temperature and the resulting lower concentration of CO2 in the mixture also caused the reduction of the carbonic acid (H2CO3) concentration. Moreover, the acid was decomposed by the influence of the higher temperature. Advantages of using the measuring systems can be seen in their supportive functions leading to investigative experimental activities of students, which are gradually disappearing from both primary and secondary schools for various reasons. Advantages of this approach are increasing by applications connected with everyday life products as in presented example “Soda-stream” device in the kitchen.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-37</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zita  Jenisová</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author><author><style face="normal" font="default" size="100%">Mariana  Šranková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROJECT ORIENTED CHEMISTRY INSTRUCTION AT A SLOVAK BASIC SCHOOL: LEARNERS´, TEACHERS´AND SCHOOL VISITORS´OPINION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">opinions of learners</style></keyword><keyword><style  face="normal" font="default" size="100%">project oriented instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">school climate</style></keyword><keyword><style  face="normal" font="default" size="100%">school project</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917059.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper deals with an example of the project oriented instruction. The described school project &quot;Healthy and Non-healthy Nutrition&quot; ran at Basic School Jarok, Slovak Republic. In the first part of the article, authors analyze the theoretical background of the project instruction, its advantages, disadvantages, threads and limits. In the second part, the entire project is described. It is structured into two phases. The first one involves project work of pupils, i.e. searching, collecting, processing information on the topic; in the second phase results are introduced to other pupils, teachers and the public. The materials were presented in the form of workshop which was attended by both active participants (i.e. pupils working on the project and their teachers) and visitors (i.e. other pupils, teachers, parents and guests). The project covers five topics (Vitamins, Carbohydrates, Cereal products, Lipids, Drinks). Materials relating to each topic were presented by pupils in attractive ways at separate checkpoints, being supported by competitions and games. At the final checkpoint the feedback (participants´ opinion) was collected from all participants and visitors in the form of questionnaires. They aimed at three groups: pupils, teachers and visitors. Totally 186 pupils, 27 teachers and 67 visitors participated in the project or attended the workshop. The questionnaires monitored the attractiveness of the project instruction for pupils and teachers, evaluated the suitability of the project method for teaching Chemistry and other subjects, etc. Generally said, the topic and method were highly appreciated by the participants and visitors, they supported motivation and created positive image of the school. The project instruction was recognized to be suitable for extended application in the future. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">20-26</style></section></record></records></xml>