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10Th EUROPEAN CONFERENCE on RESEARCH in CHEMISTRY EDUCATION

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10Th EUROPEAN CONFERENCE on RESEARCH in CHEMISTRY EDUCATION 10th EUROPEAN CONFERENCE ON RESEARCH IN CHEMISTRY EDUCATION BOOK OF ABSTRACTS 10th EUROPEAN CONFERENCE ON RESEARCH IN CHEMISTRY EDUCATION BOOK OF ABSTRACTS PEDAGOGICAL UNIVERSITY OF KRAKÓW KRAKÓW, 2010 JULY 04-07 Editors: Iwona Maciejowska, Jagiellonian University Kraków, PL Paweł Cieśla, Pedagogical University of Kraków, PL Abstracts were reviewed by the Members of The Scienfic Commiee Publisher: Pedagogical University of Kraków Institute of Biology Department of Chemistry and Chemistry Education ISBN 978-83-7271-618-7 Foreword Dear Colleagues, As a long tradition, ECRICE (European Conference on Research in Chemical Education) has been organized under the auspices of EuCheMS (formerly FECS), within the activity of the Division of Chemical Education. This 10th meeting follows successful conferences held in Istanbul (2008), Budapest (2006), Ljubljana (2004), Aveiro (2001), etc. This Conference is an opportunity to exchange experiences on research and practice in chemical education at every education level - from primary school via graduate studies up to lifelong learning. Delegates from 33 countries all over the world are here together to familiarize the scientific environment with the most recent achievements of the various research and educational centers as well as to develop international cooperation. It will also be an opportunity for you to visit Krakow, famous for its culture heritage and friendly atmosphere. The present book contains abstracts of 153 contributions: plenary lectures (7), oral presentations (83), workshops (2) and posters (61) prepared by Ph.D. students, academic staff and emeritus professors, researchers and teachers, for whom English is the native language and those for whom English is 2rd or 3th foreign language, who represent educational systems with 15 students in a class or 40, who work in fully equipped in multimedia classroom or in a simple one. I hope that the variety will be a great advantage of this meeting. I would like to thank all those who have made this conference possible: the participants, the Scientific Committee - particularly for their contribution to the reviewing process, the members of DivCEd EuCheMS – who were very active in the promotion of this conference among members of national chemical societies and outside them, the Organising Committee – for their hard work, The Pedagogical University of Kraków for providing the facilities, OPCW and all other sponsors who have supported us. I wish all the participants of the Conference a fruitful stay in Kraków with plenty of new scientific contacts and unforgettable impressions. Iwona Maciejowska Kraków, July 2010 Scienfic Commiee Chair Peter Childs, Ireland Members Aija Ahtineva, Finland Joachim Bader, Germany Martin Bilek, the Czech Republic Ludo Brandt, Belgium Stephen Breuer, the United Kingdom Goedhart Martin, the Netherlands Gültekin Çakmakçi, Turkey Liberato Cardellini, Italy Hana Čtrnáctová, the Czech Republic Ingo Eilks, Germany Michael Gagan, the United Kingdom John Gilbert, the United Kingdom Hanna Gulińska, Poland Morton Z. Hofman, the United States Avi Hofstein, Israel Ryszard M. Janiuk, Poland Vincentas Lamanauskas, Lithuania Iwona Maciejowska, Poland Mehmet Mahramanlioglu, Turkey Pascal Mimero, France Ilka Parchmann, Germany Jan Rajmund Paśko, Poland Santiago Sandi-Urena, United States Miia Rannikmae, Estonia Borislav Toshev, Bulgaria Zoltan Toth, Hungary Dragica Trivić, Serbia Georgios Tsaparlis, Greece Uri Zoller, Israel The Auspicies 7 The conferences are held under the auspices of: Division of Chemical Education of Polish Ministry of Science and Higher Education Minister of Science and Higher Education Professor Barbara Kudrycka The Mayor of the City of Krakow Professor Jacek Majchrowski Rector of Pedagogical University Prof. dr hab. Micha Uliwa The Organisation for the Prohibition of Chemical Weapons (OPCW) Polish Chemical Society 8 Plenary Lectures Making a difference: factors that affect young people’s interest and parcipaon in science Judith Benne Department of Educaonal Studies University of York, UK e-mail: [email protected] Many countries experience problems in creating a climate where young people feel enthusiastic about their experiences in school science lessons and beyond. One effect of this is that levels of participation inscience beyond the compulsory period give cause for concern. The first part of this lecture begins by looking at some of the attitudes young people have to science, to school science, and to scientists, which are often negative. Next there is a consideration of various features that illuminate and impact on young people’s attitudes and their effects: the nature of the problem and its origins, why it matters, the widespread nature of the problem, and the ways in which views of science link to performance in national and international studies. These features are illustrated with data from a recent survey of attitudes to science conducted in the UK, and with data from other national and international studies. The major challenges posed by the situation are identified. The second part of the lecture presents the findings of a research study currently being undertaken called Schools that make a difference. In this study, a large dataset, the National Pupils Database, has been used to identify a number of schools that are similar according to a specified list of parameters (such as type of school, location, nature of pupil intake, external examination results), but have very different uptake of chemistry and physics beyond the compulsory period. The findings of a series of case studies will be used to identify a number of strategic, contextual, structural and practical features within schools that impact positively on uptake of science. 10 Problem Solving: The Difference Between What We Do And What We Tell People We Do George M. Bodner Department of Chemistry, Purdue University, West Lafayee, IN 47907; Email: [email protected] Analysis of the solutions to problems given in textbooks shows that these solutions are logical sequences of steps, which string together in a linear, forward-chaining fashion from the initial information directly to the solution. The same can be said of the solutions many instructors present to their students during class, the research seminars we give to our colleagues, and the instructions we give to individuals who work for us. The approach taken by many texts and instructors to problems are good examples of how routine exercises are worked by individuals who have many years of experience with these tasks. They have little similarity, however, to the anarchistic approach experts and novices use when they encounter novel problems. This talk will examine classical models of problem solving and show how these models are best suited to working routine exercises. It will describe some of the experiments we have done to get a better understanding of how good problem solvers successfully solve novel problems they encounter. It will then introduce an anarchistic model of problem solving that might serve as the basis for improving our teaching of problem solving in both industry and academics. If time permits, some of our more recent work on problem solving in organic chemistry will incorporated into the discussion. 11 From Homo Sapiens To Homo Mobilis “Digital technologies is not only a basic necessity for chemistry educaon it is a challenge for personalizaon of learning“ Brestenská Beáta Faculty of Natural Sciences, Comenius University in Braslava, Slovakia, [email protected] Keywords: homo mobilis, digital technologies (DT) in chemistry educaon, personalizaon of learning with DT. Background. Internet, Informatization, Globalization etc. are the new phenomena witch very quckly change quality of our life. How changed the technologies the communication and education at the time ? Fig. 1. Homo Sapiens - Homo Mobilis Fig. 2. Digital paradoxes ( 1) Prof. Richard Noss´s from London Knowledge Lab asks very important question for present time: „We would like support with new DT the old school conception, or we would like support with new DT the new school conception [2],[3] ?“ We can see a new trends at the school reform in many countries. The main importance is put into the Scientific knowledge, IT and Math. For example: Russia – project Archimedes– increases the scientific knowledge at schools. Korea – 5-years plan to create the scientific laboratory and invest to the high-tech at schools. Great Britain – scientific work in practise compulsory subject at schools. USA – the Parlament approved the new Federal Act NCLB (No Child Left Behind) - PC/child 1/1 this year. Israel – the High-Tech Laboratories at school [4, 5, 6, 7]. The Methodology of education with DT Current “digital world of science education” is based on three distinctive views: • look in the past, • considerations about the preset, • vision of the future development. Modernization of education is a demanding process of looking for balance between these three views on changing education with DT. This balance is very fragile and unstable as considerations about the presence are becoming very quickly considerations about the past. Research shows that 12 the period of supportable balance between the present and the future is growing steadily shorter. Some experts argue that currently this period is less than 10 years and is becoming shorter until the presence becomes past and the future present. 21st centurylearning andtechnology Where’s the Empower Learners take Deep Deep system now? control of Extend learning Significantly
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