Author/Editor     Mozer, Alenka; Cvirn, Tanja; Bačnik, Andreja
Title     Dijaki kot nosilci aktivnosti pri pouku: vizualizacija izbranih poglavij iz učnega načrta za kemijo v gimnaziji, izdelava učnih sredstev in predstavitev v svetovni splet
Translated title     Students as bearers of in-class activities: visualisation of the chosen chapters from the chemistry curriculum for grammar school, designing of teaching devices and presentation of the project on the world wide web
Type     članek
Source     In: Glavič P, Brodnjak-Vončina D, editors. Slovenski kemijski dnevi 2002. Zbornik referatov s posvetovanja. 2. del; 2002 sep 26-27; Maribor. Maribor: Univerza v Mariboru, Fakulteta za kemijo in kemijsko tehnologijo,
Publication year     2002
Volume     str. 972-7
Language     slo
Abstract     There are two basic aims exposed in the renovated chemistry curriculum for grammar school (1998): students are defined as bearers of in-class activities and visualisation is regarded as one of the key elements in developing students' cognitive abilities. Both of these aims have been incorporated into the innovative project, carried out at Gimnazija Vič. Consequently, our students, under the mentorship of their teachers, systematically fake active part in class: they participate in the process of preparing experiments, or they can choose to present a subject they find especially interesting or fascinating. They can as well design more complex multimedia presentations, using electronic transparencies and introducing presentations supported by previously videoed experiments. Their contributions and presentations are also assessed in class. It has been found out that following the above-mentioned aims students are more motivated for work and achieve better results due to various reasons, some of which are: ◆ the level of presentation is in accordance with students' knowledge, abilities and skills ◆ students can easily empathise with their classmates and are therefore much more interested in their conlribution than in one offered by their teacher ◆ presentations motivate classmates to be creative ◆ electronic transparencies are very attractive and enable better visualisation as well as explanation of various processes on the macro and micro levels ◆ showing more experiments (although some on video only) has a positive influence on the level of understanding and the quality of students' knowledge ◆ students are interested in using modem technology such as computers, projectors etc. Classes organised according to the above-mentioned principles enable individualisation and differentiation of lessons, which reflects in better results students achieve and a higher percentage of students who choose chemislry as their matura subject. (Abstract truncated at 2000 characters)
Descriptors     CHEMISTRY
SCHOOLS
COMPUTER COMMUNICATION NETWORKS
ADOLESCENCE