Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Tolsdorf, Yannik; Kousa, Päivi; Markic, Silvija; Aksela, Maija

doi:10.29333/ejmste/93377

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…Jos opettajaopiskelijat eivät tule opiskelujensa aikana tietoiseksi oppijoiden diversiteetistä ja siihen liittyvistä ilmiöistä, tulevat he kohtaamaan haasteita tulevassa työssään (Tolsdorf, Kousa, Markic, & Aksela, 2018;ks. myös Kousa, 2019).…”

Section: Opettajien Ja Opettajaopiskelijoiden Käsityksiä Erilaisista unclassified

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

Sormunen¹,

Hartikainen-Ahia²,

Koskela³

2021

LUMAT

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Oppilaiden diversiteetti on inkluusioajattelun lähtökohta. Opettaja tarvitsee tietoja ja taitoja diversiteetin havaitsemiseen ja oppilaiden tukemiseen. Tutkimuksessa selvitämme, millaisia ennakkokäsityksiä opettajaopiskelijoilla on luonnontieteiden opetukseen liittyvistä tuen tarpeista. Käsityksiä kartoitettiin e-kyselyllä monialaisten opintojen luonnontieteiden opintojaksolla vuosina 2015–2018. Kyselyyn vastasi 491 luokan- ja erityisluokanopettajaopiskelijaa, joista tutkimusluvan antoi 468. Aineisto analysoitiin sisällönanalyysillä. Enemmistö opiskelijoista tarkasteli oppilaiden diversiteettiä ongelmakeskeisesti, jolloin tuki nähtiin ratkaisuna diagnosoituun oppimisvaikeuteen. Opettajaopiskelijat käsittelivät oppilaiden tuen tarvetta myös oppiaineiden sisältöihin ja opetustapahtumaan liittyen. Luonnontieteiden opetustilanteet tulisi rakentaa diversiteettia huomioivaksi, jolloin diversiteetti-käsite kattaa kaikki perusopetuksen oppilaat monipuolisesti ymmärrettyinä yksilöinä. In English Student diversity is the starting point for inclusive thinking. The teacher needs knowledge and skills to detect diversity and support students. In this study, we will investigate what kinds of preconceptions students have about the need for support in science education. Perceptions were surveyed in an electronic questionnaire during the 2015–2018 Interdisciplinary Studies in Natural Sciences. Totally, 491 class and special class teacher students, of whom 468 were granted research permission, answered the questionnaire. The data was analysed by content analysis. Most students looked at student diversity in a problem-oriented manner and support was seen as a solution to diagnosed learning disability. Teacher students also looked at the need for support in terms of subject content and teaching activities. Science teaching situations should be built with diversity in mind, so that the concept of diversity includes all students in basic education as diverse individuals.

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Section: Opettajien Ja Opettajaopiskelijoiden Käsityksiä Erilaisista unclassified

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

Sormunen¹,

Hartikainen-Ahia²,

Koskela³

2021

LUMAT

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“…Někteří odborníci (Abels, 2015) ale upozorňují, že její tradiční chápání jako "tvrdé" vědy, založené na porozumění abstraktním pojmům, teoriím a modelům, nemusí být s inkluzivním pojetím výuky kompatibilní. V zahraničí však existují studie, které se na vztah inkluzivní pedagogiky a chemie zaměřují (Abels, 2015;Menthe, Hoffmann, 2015;Abels, Kolliander, Plots, 2020;Tolsdorf, Kousa, Markic, Aksela, 2018;Abels, 2019;Heidinger, Abels, Plotz, Koliandr, 2017;Mumba, Banda, Chabalengula, Dolenc, 2015). Cílem článku proto je upozornit na souvislosti, které přináší inkluzivní pedagogika do přírodovědného vzdělávání, s důrazem na výuku chemie, a otevřít i v podmínkách středoevropského regionu debatu směrem k promýšlení problematiky a k větší interdisciplinární spolupráci na poli sociální a speciální pedagogiky a oborové didaktiky.…”

Section: úVodunclassified

“…Obvykle nemá dostatečnou průpravu pro inkluzivní výuku, a proto nedokáže propojit cíle přírodovědné gramotnosti s inkluzivními principy. Také nemá povědomí o tom, jaké druhy rozdílů a překážek při učení existují a jak se na nich může podílet samotné studijní prostředí; z dosavadních poznatků také plyne, že budoucí učitelé jen zřídka znají více než jednu dimenzi heterogenity a rozmanitosti, které se mohou ve výuce chemie projevit (Tolsdorf, Kousa, Markic, Aksela, 2018). Proto by jim měla být poskytována intenzivnější příprava v oblasti účinných strategií pro inkluzivní výuku (Mumba, Banda, Chabalengula, Dolenc, 2015).…”

Section: Učitel Chemie V Inkluzivní Tříděunclassified

Implementation of Inclusive Pedagogy in the Teaching of Chemistry

Lorenzová¹

2021

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The aim of the article is to draw attention to the context that inclusive understanding of pedagogy brings to the education of natural sciences with an emphasis on the teaching of chemistry and to open a debate for cooperation in the fields of social and special pedagogy and the methodology of teaching chemistry. In the article, inclusion is understood as a process of creating and improving the learning conditions of all students, taking into account the broader dimensions of heterogeneity, diversity, and language, as well as cognitive and physical barriers that may occur during the teaching of chemistry. The main focus is centered on the concept of science literacy for all, out of which comes the requirement to link inclusive pedagogical principles and the goals of natural sciences education. We bring to attention the need to increase the sensitivity of chemistry teachers to differences that may have a negative impact on learning outcomes, as well as the need for targeted teacher training for leading inclusive classes and for assessing their level of competence required for inclusive teaching.

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“…Good teaching methods influence students' interest in the topic (Tolsdorf et al 2018); and learning is a societal advancement that includes language, everyday situations, communication, and teamwork among learners, who are considered to be central in the learning process, which is enhanced by assimilation and accommodation (Amineh & Asl, 2015;Kara, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Future chemistry teachers need to be prepared to identify and handle inconsistencies in their classrooms, being involved more strongly in student-teachers' internships, in order to equip them with deep knowledge of their students' prior knowledge, on how to plan for their suitable learning outcomes (Tolsdorf et al 2018). They should arrange lessons logically from simple to complex, using a variety of symbolic representations; and while assessing any problems, they should vary the questions, in order to measure all learning objectives and to plan for future instructions accordingly (Yitbarek, 2011).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Secondary School Students’ Academic Achievements in Chemistry

Sibomana

Karegeya

Sentongo

2021

IJLTER

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Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.

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Learning to Teach at Heterogeneous and Diverse Chemistry Classes - Methods for University Chemistry Teacher Training Courses

Cited by 6 publications

References 17 publications

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

Oppilaiden tuen tarpeet luonnontieteiden opetuksessa opettajaopiskelijoiden näkökulmasta

Implementation of Inclusive Pedagogy in the Teaching of Chemistry

Factors Affecting Secondary School Students’ Academic Achievements in Chemistry

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