ISSN 1648-3898. 2005, No. 2 (8)
JOURNAL OF BALTIC SCIENCE EDUCATION
AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS
Isaac Seetso, Adediran Taiwo
University of Botswana, Gaborone, Botswana
Abstract.
The study aimed at evaluating the
worth of the recently introduced chemistry syllabus in Botswana. Using a
multi-faceted approach, data were collected from Botswana senior secondary
school chemistry students, their teachers and pre-service chemistry teachers in
the country. It was found that there exists a good link between the new
syllabus and Junior Certificate (JC) science syllabus. In addition, it was found
that the students viewed the modules on stoichiometry and carbon chemistry among
others problematic. The students’ views were corroborated, to a large extent, by
their teachers’. Deriving from the findings of the study, it was recommended,
among other things, that an extra lesson slot per week be allocated to chemistry
and that the teaching load of chemistry teachers be reduced.
Key words: chemistry
syllabus, natural science education, chemistry teachers.
Correspondence:
Isaac Seetso,
he
holds an M.Ed degree in
science education from the University of Botswana in Southern Africa. He is a
secondary school chemistry teacher.
E-mail:
taiwoaa@mopipi.ub.bw
Adediran Taiwo,
he
is a full Professor of Science Education, a position he has held since October
1985. He was appointed the Foundation Professor of Science Education in October
1990 by the University of Botswana in its Department of Mathematics and Science
Education.
University of Botswana, Private Bag
0022, Gaborone, Botswana;
Phone: +267 355 2162.
E-mail:
taiwoaa@mopipi.ub.bw
Janis Dzerviniks
Rezekne Higher Education Institution, Latvia
Abstract. The article
offers a model including ideas from psychological-pedagogical
theories, which explain how pupils acquire knowledge and which allow a teacher
to see the possibilities of applying demonstration experiments within the
framework of these theories. There is described the procedure of the carried out
pedagogical experiment, put forward the criteria for acquisition of physics and
development of learning skills as well as evaluated the effectiveness of the
created demonstration experiments model. The model mentioned above envisages
more effective acquisition of physical knowledge and skills, deeper
understanding of mechanics content and development of learning skills, which is
expressed in the quality of knowledge.
Key words:
comprehension, demonstration experiment, knowledge application competence,
learning, teaching.
Correspondence: Janis Dzerviniks, Dr.paed., assoc.professor at Rezekne Higher Education Institution, Faculty of Pedagogy. Atbrivosanas aleja 115, Rezekne, LV-4600, Latvia; E-mail: janisd@ru.lv
PUPILS’ MENTAL MODELS OF A PULLEY IN BALANCE
Olavi Hakkarainen
University of Jyväskylä, Finland
Maija Ahtee
University of Helsinki, Finland
Abstract.
Pupils from 5th,
7th and 9th grades compared the weight of a small standard
mass and a big bag hanging in a pulley at different positions in equilibrium. In
all the three age groups the majority (about 70%) of the pupils stated that the
lower hanging bag is heavier. Less than 15% of the pupils in the 7th
and 9th grades understood that the bodies must have the same weight.
Pupils’ reasoning was classified into four categories that were interpreted
as mental models according to Vosniadou’s framework theory. Only about 5%
of the seventh graders and 10% of the ninth graders seem to grasp the scientific
model Motion that leads to the concept of gravity.
Key words:
conceptual change, weight, mental model, physics education, secondary school.
Correspondence:
Olavi Hakkarainen,
MSc, lecturer in
mathematics, physics and chemistry in the secondary school in Tikkakoski,
Kumpulammentie 27,
FIN-41160
Tikkakoski, Finland;
Phone: +358 14 3752043;
E-mail:
olavi.hakkarainen@jklmlk.fi
Maija Ahtee,
Ph.D., professor (emerita)
in mathematics and science education at the Department of Teacher Education,
University of Jyväskylä,
Now working at
the Department of Applied Sciences of Education, University of Helsinki,
Sepänk.
19 A 9, FIN-00150 Helsinki,
Finland;
Phone: +358 9
631988/ +358 50 5849913
E-mail:
maija.ahtee@helsinki.fi
Cengiz Tuysuz, Husamettin Akcay, Halil Aydin
Dokuz Eylul University, Buca Faculty of Education, Turkey
Abstract. Web Based Learning
Model provides various opportunities for students to study individually without
time and space limitations and makes positive effects on students’ learning and
success. However, totally on-line courses have some limitations. To overcome
these limitations, educational experts offer a mixture of traditional and
on-line education together, called the hybrid model which can be superior to
both traditional classes and totally on-line courses in terms of students’
success.
In this study, the effects of the “Hybrid Model” on the students’ success
related to chemistry subjects in the primary school 7th, 8th
year science teaching program, in Turkey, by mixing two hours traditional
teaching followed by a one hour on-line application by using a web page
specifically designed for this study.
As a result of this study it was found out that the hybrid model, when compared
to the traditional learning method, has created positive effects on students’
knowledge gain and success.
Key words: web-based
learning, hybrid model, chemistry, knowledge scale, success.
Correspondence:
Cengiz Tuysuz,
PhD Student- Chemistry Teacher,
Dokuz Eylul University, Buca Education Faculty, Chemistry
Department, Buca- Izmir, Turkey;
Phone: +90 505 511 26 01;
E-mail:
cengiztuysuz@hotmail.com
Husamettin Akcay,
Professor Dr., Dokuz
Eylul University, Buca Education Faculty, Chemistry Department, Buca- Izmir,
Turkey; Phone: +90 232 420 48 82 - 1316;
E-mail:
husamettin.akcay@deu.edu.tr
Halil
Aydin,
Associated Proffesor
Dr., Dokuz Eylul University, Buca Education Faculty,
Chemistry Department, Buca- Izmir, Turkey; Phone: +90
505 705 85 43;
E-mail:
halil.aydin@deu.edu.tr
Ismo T. Koponen, Matti H. Heikkinen
Department of Physical Sciences, University of Helsinki, Finland
Abstract. Many teachers in
upper secondary school find that teaching about the quantum nature of light and
the photon concept is a demanding and difficult task, and that the university
level instruction gives little if any support to overcome these difficulties. An
instructional unit, which uses classical analogies in supporting the formation
of new concepts and ideas, has been developed in order to help student teachers
to acquire better qualitative understanding about the quantum nature of light
and the photon concept. It is shown, that by using this approach, good learning
results are obtained and student teachers develop physically sound conceptions
of the quantum nature of light and the photon concept.
Key words: modern
physics, teacher education, history of physics.
Correspondence: Ismo T.
Koponen,
University Lecturer, Department of Physical Sciences,
P.O. Box 64, FIN-00014 University
of Helsinki, FINLAND; Phone: +358-9-191 50652;
E-mail:
ismo.koponen@helsinki.fi
Matti H. Heikkinen,
Senior Lecturer, Pohjois-Tapiola Upper Secondary School,
P.O. Box 3237, FIN-02070 Espoo,
FINLAND; Phone: +358-9-861 39080;
E-mail: matti.heikkinen@espoo.opit.fi
Vincentas Lamanauskas, Rytis Vilkonis
University of Ðiauliai, Department of Education, Lithuania
Abstract. It seems logical to
stimulate the young generation’s wish to protect and love nature. The negative
outcomes for today’s natural environment such as soil pollution, animate and
inanimate nature devastation etc. can be clearly noticed. Due to computers,
robots and various kinds of technologies, humans have virtually lost their
interrelation with nature. Our inability to kindly interact with nature can be
treated as an obvious result of unacceptable behaviour. Consequently,
ecology-based education is a crucial aspect of socialisation and has an enormous
influence on the young generation, because a modern society is deeply influenced
by the approach to nature, the natural environment and behaviour towards it.
However, we must understand modern human manners of interaction with nature and
the ways affecting behaviour. The authors agree that only in-depth assessment of
the mechanisms of interaction with nature can provide opportunities to apply the
means of educational correction when training the young generation. The article
deals with the characteristics of the learners’ (forms 5 to 12) interaction with
nature in terms of behavioural situations.
Key words:
natural science education, human’s interaction with nature, comprehensive school.
Correspondence:
Vincentas Lamanauskas,
Professor of Education
at the University of Ðiauliai, a doctor of social sciences, the chairman of a
public scientific methodic centre ”Scientia Educologica”;
P. Vishinskio Str. 25, LT-76351 Siauliai, Lithuania.
Phone: +370 687 95668; E-mail:
vincentas@osf.su.lt;
vincentaslamanauskas@yahoo.com
Rytis
Vilkonis,
Senior Researcher at the
University of Siauliai, Faculty of Education, P. Vishinskio Str. 25, LT-76351
Siauliai, Lithuania. Phone: +370 650 14299;
E-mail:
vilkonis@yahoo.com
Vilija
Targamadzë
University of Klaipëda,
Lithuania
Abstract.
The establishment of a new personal approach and a current position on
environment are the concerns of the scholars and educators in the majority of
countries. Natural sciences on their own, although
spreading broad but abstract knowledge of the
world do not foster values and provisions essential for sustainable development
education. In order to discover the ways and the scope of how sustainable
development education has been introduced into educational programmes, the
curricula of Bachelor and Master’s studies of the University of Klaipëda, the
University of Ðiauliai and Mykolas Romeris University have been revised.
Assessment of postgraduate studies including the surveying of the staff dealing
with the above mentioned curricula has been undertaken. The article discloses
the issues relevant to higher education in
Lithuania when encountering the problems
of sustainable development education and takes a view on possible techniques of
education as well as on the innovations of the curricula. The project-based
technique applied for sustainable development education is a new,
non-traditional way creating new opportunities of building up relationships
between a student and an educator.
Key words:
sustainable development education, strategic abilities, project-based teaching.
Correspondence:
Lidija Uðeckienë,
Doctor of social sciences (education), Siauliai University, Department of
Education, associated professor. Scientific interests: adult education,
education of humanity in kindergarten, natural science education, comparative
pedagogy;
P. Visinskio Str. 25, Siauliai, LT-
Lithuania:
Phone: + 370 41 595851;
E-mail:
lidija.u@cr.su.lt
Vilija Targamadzë,
Professor, Doctor
habil. of social sciences (education), Klaipeda University, Vice-Rector for
Development and Foreign Relations. Scientific interests:
adult education, natural science education;
Herkaus Manto Str. 84, Klaipëda, LT-Lithuania.
Phone: +370 46 398904;
E-mail:
vilija.targamadze@ku.lt
The articles appearing in this journal are indexed/abstracted in British Education Index and EBSCO
2005-12-05