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001-es BibID:BIBFORM103359
035-os BibID:(WOS)000508882600022 (Scopus)85078128543
Első szerző:Szalay Luca
Cím:Introducing students to experimental design skills / L. Szalay, Z. Tóth, E. Kiss
Dátum:2020
ISSN:1109-4028 1756-1108
Megjegyzések:The results of an earlier empirical research study on modifying 'step-by-step' instructions to practical activities requiring one or more steps of the experiments to be designed by students initiated a longitudinal study to investigate the effectiveness of the approach for younger students and over a period of time. The longitudinal study that followed took the form of a four year research project that began in September 2016. Over 900 students have been involved. All were 12-13 years old in the beginning of the study. Each year they spend six lessons carrying out practical activities using worksheets we provide. This paper reports the findings of the first year, when the participating classes were allocated to one of three groups. Group 1 was the control group. Students simply followed the step-by-step instructions. Groups 2 and 3 were experimental groups. Group 2 students not only followed the same instructions, but also had to complete experimental design tasks on paper. Group 3 students followed the same instructions, but one or more steps were incomplete and students were required to design these steps. The impact of the intervention on the students' experimental design skills, disciplinary content knowledge and attitude toward chemistry is measured by structured tests. After the first school year of the project it was clear that the type of instruction only had a weak significant positive effect on the results of the Group 2 students' disciplinary content knowledge. No significant effect of the intervention could be detected on the changes in the students' grades and attitudes toward the subject, which only seemed to depend on the ranking of their schools. This paper provides the interesting details of the results of the first year (pilot) of the research and discusses changes to the approach that have been made for the remaining three years of the project.
Tárgyszavak:Természettudományok Kémiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban
folyóiratcikk
Megjelenés:Chemistry Education Research and Practice. - 21 : 1 (2020), p. 331-356. -
További szerzők:Tóth Zoltán (1952-) (vegyész, kémikus) Kiss Edina (1973-) (kémia tanár)
Pályázati támogatás:MTA Tantárgy-pedagógiai Kutatási Program - 471026
MTA
Internet cím:Szerző által megadott URL
DOI
Intézményi repozitóriumban (DEA) tárolt változat
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2.

001-es BibID:BIBFORM003040
Első szerző:Tóth Zoltán (vegyész, kémikus)
Cím:Combination of phenomenography with Knowledge Space Theory to study students' thinking patterns in describing an atom / Zoltán Tóth, Lajos Ludányi
Dátum:2007
Megjegyzések:This study compares Hungarian 7th to 11th graders' and American 9th to 11th graders' thinking patterns in describing an atom. A new evaluation method, the combination of phenomenog. and knowledge space theory was used to explore students' reasoning and to follow the change in students' cognitive structures. According to the phenomenog. anal. of the responses, three main categories, 'units of matter', 'constituents of atoms' and 'model of atoms', were identified. Connections between these categories were detd. by adapting Knowledge Space Theory to the hierarchy of categories. Results showed that during the instruction, the initial uniform model for representation of students' knowledge structure became more diffuse but at the end of the instruction the organization of the categories in students' minds could be represented again by a single model. In the initial model, the 'units of matter' category was independent of the 'constituents of atoms' and 'model of atoms' categories, and the 'model of atoms' category was built on the category 'constituents of atoms'. Significant change in connections among categories could be detected only in the case of Hungarian students. In the reasoning of Hungarian 11th graders, the hierarchy between 'constituents of atoms' and 'model of atoms' was reversed.
Tárgyszavak:Természettudományok Kémiai tudományok Társadalomtudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban
Megjelenés:Chemistry education research and practice. - 8 : 3 (2007), p. 327-336. -
További szerzők:Ludányi Lajos
Internet cím:elektronikus változat
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3.

001-es BibID:BIBFORM003037
Első szerző:Tóth Zoltán (vegyész, kémikus)
Cím:Mapping students' knowledge structure in understanding density, mass percent, molar mass, molar volume and their application in calculations by the use of the knowledge space theory / Zoltán Tóth
Dátum:2007
Tárgyszavak:Természettudományok Kémiai tudományok Társadalomtudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban
Megjelenés:Chemistry education research and practice. - 8 (2007), p. 376-389. -
Internet cím:elektronikus változat
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4.

001-es BibID:BIBFORM084497
Első szerző:Turányi Tamás
Cím:Hungarian university students' misunderstandings in thermodynamics and chemical kinetics / Turányi Tamás, Tóth Zoltán
Dátum:2013
ISSN:1109-4028 1756-1108
Tárgyszavak:Természettudományok Kémiai tudományok idegen nyelvű folyóiratközlemény külföldi lapban
folyóiratcikk
Megjelenés:Chemistry education research and practice. - 14 : 1 (2013), p. 105-116. -
További szerzők:Tóth Zoltán (1952-) (vegyész, kémikus)
Pályázati támogatás:K84054
OTKA
K105262
OTKA
Internet cím:Szerző által megadott URL
DOI
Intézményi repozitóriumban (DEA) tárolt változat
Borító:
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