The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry
Science Journal of Education
Volume 5, Issue 5, October 2017, Pages: 220-224
Received: Sep. 18, 2017; Accepted: Oct. 14, 2017; Published: Nov. 16, 2017
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Author
Nataša Junež, Gimnazija Bežigrad, Secondary School, Ljubljana, Slovenia
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Abstract
Among young people a decline in interest for science and also the decline in understanding of science has been noticed. The traditional form of teaching, which are largely based on the theoretical interpretation of scientific ideas and scientific theories, do not contribute enough to improve the situation. One possible solution to this problem is the approach of teaching chemistry in context, which has its origins in the beginning of the eighties. In general colleges during the 1st year the Gas laws has been carried out in the learning unit with a different approach of teaching chemistry – teaching in context. The use of context was implemented, where the concepts are connected with the day-to-day life and social issues in the area of teaching chemistry. A learning unit is presented with the use of the program called exe, by which enabled the presentation of films, animations and solving of applied tasks on the interactive whiteboard. Students had access to the learning unit also via the online classroom Moodle. The purpose of my learning unit of the Gas laws was to improve secondary school teaching methods and learning chemistry with the aim of improving the quality of knowledge of students, as well as sustainable knowledge and interest of pupils for learning chemistry. The presentation of the gas laws using information and communication technology in the classroom has increased the interest of pupils for learning chemistry.
Keywords
Contemporary Approaches of Teaching, Virtual Classroom, Interest
To cite this article
Nataša Junež, The Use of Information and Communication Technology to Promote the Interest of Learning Chemistry, Science Journal of Education. Vol. 5, No. 5, 2017, pp. 220-224. doi: 10.11648/j.sjedu.20170505.17
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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