Abstract
The results of the international and national researches in science subjects, including chemistry, prove that the students’ interest to learn and the will to understand substantive nature of this subject have the tendency to decrease.
This draws the attention to the necessity to search for new learning methods, that promote students’ cognitive interest, form connection, rouse and improve students’ understanding about substances and their changes in the everyday life and in the environment, so that students would form scientific literacy, which expresses in the understanding of nature’s regularities, in the skill to use knowledge to make decisions, and in practical action by expressing critical and responsible attitude towards environment.
As a result there is developed learning method (TETRA-method) in chemistry by using the principle of connectivism that is appropriate for the present pedagogic situation at schools in Latvia, theoretically justified and practically tested, so that students would develop the scientific literacy.
Using this method, students:
- develop inter-connective knowledge;
- form stable and on the comprehension-based knowledge;
- are stimulated to learn with interest;
- develop the skills to use knowledge for solving problems in practical life;
- are accentuated the nature of science;
- are provided with meaningful learning.
The simplest tetrahedral spatial model (tetrahedron) is used for the realization of the developed method that performs such functions:
- visualizes connections among various topics/phenomena;
- organizes students’ learning;
- involves students in the active learning process using “Self-perception” phenomenon;
- develops the skills of finding, understanding and using interconnections;
- systemizes the information;
- develops the creative thinking;
- enables in-depth look at the topic, using internal fractal structure of the model;
- rouses active discussions about outstanding topics for students.
The developed learning method in chemistry forms the students’ understanding about nature as a united entirety. The use of the method promotes interconnected, stable and on the comprehension-based formation of knowledge for students about the variety of substances, their regularities of the changes, promotion communication skills and promoting active students’ participation in learning process.
To acquire more effectively the contents of the chemistry subject in the context of scientific literacy there are developed methodological materials for lower secondary and secondary education, which are provided to stimulate students’ cognitive interest about various chemistry topics in learning stages of initiation and memorizing.
Developed the methodological material (TETRA-method in chemistry, 2011) for teachers is useful for effective acquiring chemistry in classes as well in extracurricular activities.
Related main articles
Mozeika, D., Cedere, D., Gedrovics, J. (2010). New learning method and learning method in chemistry at comprehensive school. Technology of Education, 18 (3). Slovakia, Nitra, 10-15 (ISSN 1338-1202). On site:http://technologiavzdelavania.ukf.sk/index.php/tv/article/view/1127
Mozeika, D., Cedere, D., Gedrovics, J. (2010). Promoting students’ learning achievements in chemistry by using the tetrahedral spatial model. Problems of Education in the 21th Century, 22. Siauliai, 87-98 (ISSN 1822-7864).
Mozeika, D., Gedrovics, J., Cedere, D. (2010). Spatial mind models for promotion of creativity in chemistry learning. Proceedings of scientific articles VIII “Creative personality”, Riga, RPIVA, 163-172. [in Latvian]
Mozeika, D. (2011). TETRA-method in chemistry. Methodological material for teachers. The Center of Chemistry Education, Riga, 42 p. (ISBN 978-9984-49-136-3, available in English and Latvian as original)
Correspondence
Dr. Daina Mozeika
e-mail: daina.mozeika@inbox.lv
mob. phone: +371 (country code) 29898643
Riga
Latvia
