How to Motivate Students and Raise Their Interest in Chemistry Education

Bolte, Claus; Streller, Sabine; Hofstein, Avi

doi:10.1007/978-94-6209-140-5_3

Cited by 28 publications

(43 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Division of Chemistry Education cooperates with various schools in the university's neighbourhood . 7 th and 8 th grade classes are invited to participate in a one-week course or a two-day course at the university's laboratory (Bolte, Streller & Hofstein, 2013) and during this project week, the pupils are taught by students. Before the students start to plan their lessons, they discuss their ideas with the teachers of the participating classes: which topic should be emphasized during the project week, what specific wishes do the teachers and the pupils have, and how do typical learning conditions in the classes usually look (i.e.…”

Section: Application: Practical Studies In the Bachelor Programmementioning

confidence: 99%

Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

Streller

Bolte

2018

NorDiNa

Self Cite

View full text Add to dashboard Cite

Sabine Streller is a fully trained grammar school teacher for chemistry and biology. She did her PhD in chemistry education.She has several years' experience in pre-and in-service science teacher training. Her main research interests are students' interests in science and approaches to enhance the professionalization of in-service teachers and teacher education students. She is currently a research associate and lecturer at Freie Universitaet Berlin, division of chemistry education, and is involved in the preparation of science teachers and in running CPD (continuous professional development) courses.Claus Bolte worked as a high school teacher in chemistry and physical education. Since 2004 he has been professor and head of the Division of Chemistry Education at Freie Universitaet Berlin. His research focuses on the investigation of student-teacher-interaction, motivational learning environment research and STS-based science education. Further interest encompass on the question of how to promote students' ability on critical thinking and proper judgement, the correlation of students' language skills and science learning, and on how to promote language competences of migrant students in formal and informal learning environments. Becoming a Chemistry Teacher -Expectations for Chemistry Education Courses AbstractThe development of professional competence is of major importance for each teacher student and in the end for the entire education system. Therefore, optimising students' learning processes is a central goal of professional development at the university level. Learning processes are influenced by an individual's prior knowledge, beliefs, and expectations. Having insights into the beliefs and expectations of our students should give us the opportunity to optimize their university courses. To obtain a better understanding of these beliefs and expectations we used a questionnaire with open questions. All statements of feedback from 168 students in BA/MA programmes were categorised. For this purpose, we developed a category system based on the COACTIV model of professional competence. The results indicated that many students assume that the most important influence on their future profession is the possession of self-related ability cognitions, but they do not expect to develop such cognitions in their university courses. As a consequence of these findings, the Division of Chemistry Education has begun offering students authentic learning situations with real pupils. This approach offers the chance for the students to try out the teacher role and to reflect upon the first teaching experiences. They can revise their image of the teachers' role and acquire a realistic view of their future profession.

show abstract

Section: Application: Practical Studies In the Bachelor Programmementioning

confidence: 99%

Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

Streller

Bolte

2018

NorDiNa

Self Cite

View full text Add to dashboard Cite

show abstract

“…Increasing motivation and interest in learning science is the first step on the long road leading to successfully developed scientific skills. Bolte, Streller and Hofstein (2013) summarised the basic theories underlying these concepts. They quote Hofstein and Waldberg (1995) who "suggested that in order to enhance motivation in the classroom there is a need:…”

Section: Theoretical Suggestions To Enhance Motivationmentioning

confidence: 99%

“…The Six C's Modell of Motivation (Turner, Paris, 1995) are also quoted by Bolte, Streller and Hofstein (2013). This says that the learning environment should allow students choices.…”

Section: Theoretical Suggestions To Enhance Motivationmentioning

confidence: 99%

“…A model of learner motivational characteristics and pedagogies (Hofstein, Kempa, 1985) described by Bolte, Streller and Hofstein (2013) states that there is no single recipe to foster students' motivation and interest in chemistry education. They categorise students as achievers, curious, conscientious and socially motivated.…”

Section: Theoretical Suggestions To Enhance Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Promoting inquiry-based teaching of chemistry

Szalay

2015

LUMAT

View full text Add to dashboard Cite

Analysis of student performance in different areas of science in the 2006 PISA showed that Hungarian students demonstrated relative weaknesses in identifying scientific issues, knowledge about science and using scientific evidence. Since then Hungarian students' mean performance on the combined science scale dropped below the average, causing concern amongst experts and decisionmakers. Problems of teaching and learning science in Hungary have produced symptoms that have been widely discussed in the literature. Our 2008 investigation showed that science teachers were working under severe constraints in terms of time, lab assistance, external support and funding. Since then several changes have happened in the conditions of teaching. However, science teachers' time remains precious and, together with the fact that the literature is often in English, this means that much education research goes unread. A possible answer to the demand of widening the students' scientific skills might be sets of freely available teaching resources based on inquiry-based learning.One teacher trainee's thesis described her experiences of a small scale pilot of an inquiry activity and summarised the advantages and disadvantages. One hundred and eighteen participants at five inservice chemistry courses were asked to convert 'step-by-step' practical instructions for students into activities, parts of which require groups of students to plan and discuss their work. Alternatively, participants could use a template to write novel activities. Seventy percent of materials produced by the teachers met the main criterion of an inquiry-based activity, but only some met all the criteria.These were edited and published on a website in Hungarian. They are free to try, criticise, modify and develop. The project described here provides a basis for devising and creating an online inquiry-based chemistry resource.

show abstract

“…To characterize the chemistry lessons as such Bertels and Bolte used the model of the Motivational Learning Environment. This model is focusing the students' interest and motivation (Bolte et al, 2013).…”

Section: Figurementioning

confidence: 99%

Occupational orientation in chemistry-based learning environments

Albertus¹,

Bolte

2015

LUMAT

Self Cite

View full text Add to dashboard Cite

The research presented in this paper describes the German project "Career and Science Navigator (CSN)". This project ties in with previous studies, which indicate that it is necessary to include occupational orientation more strongly into science education. For this purpose, the CSN project developed some specific learning materials and learning environments. These learning environments were implemented into practice and then evaluated with the help of a questionnaire based on a career choice model, which has proven useful in earlier research. The CSN intervention was able to bridge the gap between chemistry education and the area of occupational orientation. It thus contributes to supporting young people in finding a meaningful perspective for their lives. Additionally the CSN conception offers a way to make science lessons more attractive to young people by directly referring to the students' everyday and future life.

show abstract

How to Motivate Students and Raise Their Interest in Chemistry Education

Cited by 28 publications

References 17 publications

Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses

Promoting inquiry-based teaching of chemistry

Occupational orientation in chemistry-based learning environments

Contact Info

Product

Resources

About