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Teachers’ opinions about the effect of chemistry demonstrations on students’ interest and chemistry knowledge

Vinko, Luka, Delaney, Seamus and Devetak, Iztok 2020, Teachers’ opinions about the effect of chemistry demonstrations on students’ interest and chemistry knowledge, Center for Educational Policy Studies Journal, vol. 10, no. 2, pp. 9-25, doi: 10.26529/cepsj.893.

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Title Teachers’ opinions about the effect of chemistry demonstrations on students’ interest and chemistry knowledge
Author(s) Vinko, Luka
Delaney, SeamusORCID iD for Delaney, Seamus orcid.org/0000-0003-3271-1686
Devetak, Iztok
Journal name Center for Educational Policy Studies Journal
Volume number 10
Issue number 2
Start page 9
End page 25
Total pages 17
Publisher Faculty of Education, University of Ljubljana
Place of publication Ljubljana, Slovenia
Publication date 2020
ISSN 1855-9719
2232-2647
Keyword(s) chemical concepts understanding
chemistry demonstrations
chemistry teaching
students’ interest
Summary Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.
Language eng
DOI 10.26529/cepsj.893
Indigenous content off
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30140470

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.