Research in Didactics of Chemistry - extended with the Research in Didactics of the ScienceS

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1 Research in Didactics of Chemistry - extended with the Research in Didactics of the ScienceS UNDER HONORARY PATRONAGE OF RECTOR MAGNIFICUS OF THE PEDAGOGICAL UNIVERSITY OF KRAKÓW PROFESSOR HENRYK ALIÑSKI book of abstracts

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3 II INTERNATIONAL CONFERENCE UNDER HONORARY PATRONAGE OF RECTOR MAGNIFICUS OF THE PEDAGOGICAL UNIVERSITY OF KRAKÓW PROFESSOR HENRYK ALIÑSKI Research in Didactics of Chemistry - extended with the Research in Didactics of the ScienceS BOOK OF ABSTRACTS PEDAGOGICAL UNIVERSITY OF KRAKÓW KRAKÓW, 2006, 29 VI -1VII

4 Edited by Pawe³ Cieœla (Pedagogical University, Kraków, Poland) Abstracts were reviewed by the Members of the Scientific Committee; however no responsibility is assumed by the editor for content and language. Typeset by Pawe³ Cieœla Printed by COPY2000 Kraków, Poland 4

5 HONORARY PATRONAGE 5

6 6 RECTOR MAGNIFICUS OF THE PEDAGOGICAL UNIVERSITY OF KRAKÓW PROFESSOR HENRYK ALIÑSKI

7 GENERÁLNY KONZULÁT SLOVENSKEJ REPUBLIKY Krakov KONSULAT GENERALNY REPUBLIKI S OWACKIEJ Kraków 7

8

9 INTRODUCTION 9

10 SCIENTIFIC COMMITTEE Prof. Jan Rajmund Paœko Prof. Ryszard Gmoch Prof. Jindrich Hellberg Prof. Martin Bilek Prof. Lubomir Held Prof. Miroslav Prokša Prof. Dana Krièfaluši Poland Poland the Czech Republic the Czech Republic Slovakia Slovakia the Czech Republic LOCAL ORGANIZING COMMITTEE Prof. dr hab. Jan Rajmund Paœko Chair Dr. Ma³gorzata Nodzyñska Secretary Dr. Pawe³ Cieœla Marta Kucharska- ¹d³o MSc Anna Baprowska MSc 10

11 PLENARY LECTURES

12 SUCCESSFUL STRATEGIES VERIFIED IN PRACTICE: HOW TO IMPROVE STUDENTS ABILITIES IN CHEMICAL PROBLEM SOLVING Liberato Cardellini Polytechnic University of the Marche, Italy. Problem solving abilities are very important for science subjects. To be successful require an intimate engagement and several factors influence the abilities in solving problems: from individual and psychological factors, to the developmental level and knowledge base, from the nature of the problem to motivations [1] and knowledge organization [2]. To help students organize and structurize their knowledge, I request them to draw concept maps [3] for every topic presented in the course syllabus. Concept maps help students to acquire meaningful learning, and meaningful learning is essential to be succesful in problem solving [4]. Because often they solve problems using algorithmic strategies, the majority of students arrive at the university without any awareness and confidence in their abilities. An important factor in succesful problem solving is the capacity to make a complete analysis of the problem: this takes time. To improve the attitude of students toward problem solving a different teaching approach is necessary. Students tackle problems in groups in an active way, according to the Cooperative Learning method. In more than 25 years of research and practice I have developed several useful tools for solving chemical problems: a problem solving method [5], a logical method for solving stoichiometric problems [6], and a procedure for solving ionic equilibrium problems based on a logical reasoning [7, 8]. Students enjoy solving problems and many become active developers of original solutions [9]. References [1] N. Reid, M.-J.Yang, Research in Science & Technological Education 2002, 20, [2] B.-S. Eylon, F. Reif, Cognition and Instruction 1984, 1, [3] J.D. Novak, Learning, Creating, and Using Knowledges, Erlbaum, Mahwah, NJ, [4] S.C. Nurrenbern, M.Pickering, J. Chem. Educ. 1987, 64, [5] L. Cardellini, La Chimica nella Scuola 1984, 6, 4-6. [6] L. Cardellini, La Chimica nella Scuola 1995, 17, [7] L. Cardellini, Educ. Chem. 1996, 33, [8] L. Cardellini, J. Sci. Educ. 2001, 2, [9] L. Cardellini, Chemistry Education Research and Practice 2006, 7, Online at 12

13 HISTORICAL ASPECT OF GENERAL CHEMISTRY EDUCATION Jindøich Hellberg Uniwersytet Hradec Kralové, Republika Czeska The conception is the important category by implementation of didactical systems of corresponding teaching subjects in general education. The collection of aspects characterizes the conception. One of them is historical aspect. Significant are the extent, the approach and the place of the educational level where is applying the historical aspects of chemistry education. At the certain levels the historical aspect might have the different function, because authors of didactical systems could eliminate the negative transfer in one hand and in other hand use the historical aspect on the process of humanisation of chemical and other technical branches of science. The special place occupies the history of chemistry at university, especially on the university professional education. Practical and theoretical examples from the analysis of textbooks (USA, France, Germany and Russia) will complete the presentation. ISSUES IN CHEMICAL PEDAGOGY John Oversby Institute of Education, Reading University, Chemical pedagogy is complex and subject to personal interpretations. This talk focuses on a personal approach, with my interests and emphases. The outline here gives an indication of the content. To know about the person is to know about their ideas. I have had a wide range of teaching chemistry in English speaking countries. I have also taught a few classes in Poland! My work has always been in improving learning in the classroom. I am an active member of The Association for Science Education, a teachers organisation in the UK. I am also an active member of The Royal Society of Chemistry. I recently visited Krakow in February this year, to give some lectures and to meet colleagues in Jagiellonian University and the Pedagogical Institute. The warm friendship of my Polish colleagues contrasts with the cold weather during my visits. We discussed future projects including student-designed animations of chemical processes for us to explore their thinking. Fundamental to chemistry is its particular set of knowledge. It is not a branch of physics and it is not just theoretical biology! The range of subject knowledge for an effective chemistry teacher is broad and varied. I will deal with this knowledge under these headings, which are personal ones. I use these 13

14 in my teacher education course as a structure on which to build their competence and confidence. University chemistry course structures are often very traditional, hardly changing from the divisions of the late 19th century despite the amazing developments in chemical knowledge since then. The big recent changes are based on physical chemical measurements and the role of Information Technology at all levels of chemical knowledge. Undergraduates can model molecules using powerful software, can search international databases of chemical knowledge using the internet. Chemists can share their knowledge electronically all over the world. Our teaching, though, remains local, with the students restricted to those teachers who can present their work to them. now we have the opportunity to hear the best lecturers from all over the world, but this facility is under-used. The school courses often seem to be diluted versions of university courses, yet few of our students will study degree chemistry. Both in teaching methods and content, is this what we want in the 21st century? Process knowledge is an important aspect of chemistry, yet rarely made explicit in our teaching. There is considerable research evidence that suggests that working on chemical investigations can be really motivational. Investigations at school level, at least in the UK where I know the system well, tend to be very routine, and standard. the investigations are too often used as a practical test. Our national school inspectors report that we do not teach methods of investigations well at school. In parallel with investigations, i would include the process of representing, using all our special conventions of formulae and equations. Most of these are restricted to chemistry and form, if you like, our disciplinary language. We could teach our language better than we do! The role of practical work in chemistry is considered by some to be vital. Often, we may not have the money to do as much as we would like, especially in school. This can mean that our students have to watch demonstrations when direct experience would be much better. Sometimes they have to use a video because of cost or safety, and this can lead to demotivation. At Reading, we have been examining pedagogical knowledge as two forms: transmitted knowledge and reconstructed knowledge In our experience, teachers start with an idea that there s a body of knowledge to be passed from the teacher to the student. This knowledge then has to be remembered. It is tested by recall in examinations. This knowledge is clear and unambiguous, and learning to teach is simply a case of learning the best techniques. Naturally, important knowledge is the body of content. Assessment is by recall in one way or another. It is important that the teacher is an expert chemist. School knowledge is not the same as university knowledge. Simplifying is a complex intellectual task. Different analogies and explanations may be used. 14

15 Some knowledge is fuzzy, i.e. it may not be clear what is correct and what is not. Students in the class have to work hard to make the knowledge personal - it is more than remembering. A word association test with the public often provides negative concepts, such as pollution, destruction, danger, poison, corrosive. Knowing about keeping teaching safe is only part of the practice if teaching. We must give students a confident understanding of the balance in safety, of hazard versus risk. Few chemistry students study the structure of chemistry in their degree programmes. Their knowledge may be compartmentalised or fragmentary. A philosophical view of the place of chemistry in the sciences is an essential part of learning chemistry, in my view. Few chemistry students understand the history of their discipline. If they have historical topics then they do not appreciate the historical context of concept development, nor do they have knowledge of ways of representing chemical processes at that time. Much historical teaching is fragmented, out of context and only as facts and not cultural development. There have been massive changes in assessment over the past three decades. We are learning to: assess at higher levels, use authentic modes of assessment such as investigation reports and web page construction, use student presentations for assessment of controversial issues, use collaborative assessment in a valid and reliable way, develop student involvement in the assessment process to that they can reach high levels of self-efficacy. Most of these are required if students can ever take personal responsibility for their own learning. Information Technology use in assessment is still in its infancy. It is suitable for recall and simple comprehension. we still have devise sensible ways of using Information technology of higher levels. Chemistry has many complexities unique to its discipline. Chemical formulae have a wide range of displays, from molecular, to condensed, to display formulae. We have a wide range of symbols apart from those in the Periodic Table. Some examples include; M for metal; X for halogen; R for alkyl; Ar for aryl; Ac for acyl; Et for ethyl; Ox for oxalate (C 2 O 4 ). We often talk about chemical equations as if there was only one type. Collection of chemical misconceptions was a common pastime among chemical educators over the last 30 years. 15

16 Recently we have moved to try to understand how these misconceptions have arisen. We have also tried to find effective ways of removing them, or of avoiding them in the first place. Some chemistry teachers say they can not imagine chemistry without practical work. We must remember it does not work for everyone, even with the best teachers. Practical work does have important roles in teaching. The most under-used is in providing real investigations. Practical skills must include analysing data as well as setting up equipment. Historical notes in textbooks are often disembedded items of personal biography, or of the discovery of materials, and not the path these early researchers made. In Reading, we have found that pupils enjoy reading the full story. In front of the Institute for Psychology in Heidelberg is a statue to Bunsen and a plaque to Kirchoff. They matched Kirchoff s spectroscopy to Bunsen s transparent and hot flames to create flame spectroscopy. Just three projects based in reading but with international partners e.g. in Krakow! We are doing well in researching our successes and shortcomings. We are understanding more. Contact me if you wish to know more. DO SUBJECT ORIENTED DIDACTICS EXIST? J.R. Paœko Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, Poland, The Subject oriented didactics deal with problems on the borderline of pedagogy and the given field of knowledge. Departments, teams or institutions dealing with objective didactics are oriented towards educating prospective teachers to prepare them to teach the particular subject e.g. chemistry. The investigations carried out in range of didactics are closer to pedagogy than the scientific research in the field of the particular subject. However, activity of some institutions in sphere of activities defined as scientific is closer the methodology than the didactics. Therefore in order to keep the high rank of subject oriented didactics, the care about the right profile of the activity in this field should be taken. 16

17 CONFERENCE COMMUNICATIONS 17

18 THE STUDENTS UNDERSTANDING OF THE TEXTS OF PROBLEMS CONCERNING THE CALCULATING OF THE PROPORTIONAL CONCENTRATION OF WATER SOLUTIONS Anna Baprowska, Jan Rajmund Paœko Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, Poland, It has been stated that the students have problems with solving the problems concerning the calculating of the proportional concentration of water solutions. Investigations have been made in order to explain whether the reason of those difficulties lies in the solving methods or whether the problem is in understanding the texts of these problems. The research has been carried out among the students of the sixth class of primary school. Three problems concerning the calculating of the proportional concentration of solutions have been formulated. In the first of them the students should have calculated how many grams of solution they would obtain if in a certain amount of water some sodium chloride were dissolved to obtain the solution of the volume given. In the second task they should have calculated how many grams of solute was needed to prepare some amount of solution of the concentration given. In the last task the students should have calculated the volume of water that should be used in order to obtain the solution of the concentration given, after dissolving a determined amount of substance in it. However, the students were not supposed to solve the problems but only to indicate what should be calculated and which values were given in the text. This skill is essential to solve the problems correctly. The problems were correctly solved by 62% of country students and by 41 % of students living in the cities. The results show that the students understanding of the text they read is not satisfactory. The research revealed that one of the main reasons of difficulties in solving the problems concerning the calculating of the proportional concentration of water solutions is the students inability to interpret the texts of the problems propely. 18

19 APPLICATION OF INTERACTIVE VOTING SYSTEMS TO TEACHING THE INTERACTIVE VOTING SYSTEM VERDICT Ma³gorzata Bartoszewicz, Hanna Gulinska Uniwersytet im. Adama Mickiewicza, Wydzia³ Chemii, Zak³ad Dydaktyki Chemii VerdiCT is an interactive voting system used or carrying out tests, polls and voting. Each respondent is equipped with an infra-red handset which connects wirelessly to a central voting system. Respondents select their answers by pressing one of the buttons on the handset. Voting results are then displayed on a monitor screen, projector, or whiteboard. All information concerning the percentage of correct answers, attempts to choose them, and time required for each respondent to accomplish a given task are stored in individual data bases in the system. Complimented by a built-in grades register and a range of difficulty levels to suit questions to the level of students, the voting system automatically provides the teacher with evaluation of each respondent and thus saves the time which would normally be spent on assessment. VPLYV INFORMAÈNÝCH A KOMUNIKAÈNÝCH TECHNOLÓGIÍ NA VÝUÈBU CHÉMIE Renata Bellová, Jaroslav Durdiak The article deals with possibilities how to increase the effectiveness of educational process in chemistry. For coordination of education, the installation of new informative technologies and technologies of communication is important. These technologies influence the regulation of other methods and as well the answer in education. In education of chemistry, it is possible to use computers resp. multi media in all the phasez of educational process. Computers (multi media) are considered to be a modern helpful thing with many functions in process of education and also in case of preparation for teachers of chemistry. 19

20 CREDIT TRANSFER SYSTEM IN THE CONTEXT OF THE MEDICAL STUDY REFORM AND ITS INFLUENCE ON TEACHING OF MEDICAL CHEMISTRY AND BIOCHEMISTRY Bergendi Ludovit Institute of Medical Chemistry, Biochemistry and Clinical Biochemistry, Faculty of Medicine, Comenius University in Bratislava, Sasinkova 2, Bratislava, Slovak Republic, Application of generally accepted principles of Bologna declaration by institutions realised the medical study programmes has assured the compatibility with education in European and world s universities. Faculty of Medicine of Comenius University in Bratislava (FMCU) is preparing the compatible system of medical education according the recommendations of WFME and ECTS. Therefore all study programmes and curricula were reviewed. Institute of Medical Chemistry, Biochemistry and Clinical Biochemistry FMCU has continuously realised the reform of study programmes of the teaching subjects Medical Chemistry and Medical Biochemistry. Beyond all expectation and tendencies, these subjects are not compatible with that at some Slovak, Czech a European medical faculties, till now. The main difference consists in the number of teaching hours in the semester, respectively school year. From this state also different number of credits follows and free transfer of students represents a problem. These topics have been partially investigated in the frame of grant project of Ministry of Education of SR KEGA No. 3/2030/04. PRESENTATIONS OF INTERESTING CHEMICAL EXPERIMENTS AIDED BY MULTIMEDIA FACILITIES AS A WAY OF ATTRACTING PUPILS INTEREST TO NATURAL SUBJECTS P. Bernard, P. Broœ, M. M. PoŸniczek Uniwersytet Jagielloñski, Wydzia³ Chemii 2001 saw the introduction of changes into the regulations [1] concerning storage, marking, utilizing and dealing with chemical preparations. The changes proved to be particularly burdensome for schools. A number of them were forced to close down their chemical laboratories owing to their inability to comply with the new sanitary and safety norms which resulted in complete lack of experiments during the chemistry lessons. Teaching chemistry solely in theoretical manner entails numerous consequences: 20

21 It is far more difficult for students to comprehend the required study material which combined with decreased in 1999 number of natural sciences teaching hours - entails worse teaching results. Chemical experiments teach logical thinking, observation abilities and drawing conclusions, which are important at every stage of education. It must be remembered that students regard chemistry as a difficult subject, similarly to mathematics or physics, yet they study it more willingly owing to chemical experiments which made it more interesting. The teachers are aware of the importance of experiences in the teaching process. They attempt at compensating for the lack of opportunities to conduct experiments in the classroom by using various teaching tools such as multimedia CDs which include films illustrating chemical experiments [2]. As a response to the above described situation The Department of Chemical Education has devised presentations of chemical experiments entitled Encounters with Fascinating Chemistry, during which approximately twenty chemical experiments are demonstrated. The reactions chosen for the presentation can be characterised by their spectacular nature. The content of the presentations has been divided into five parts: Solution reactions; Catalytic reactions; Oxidation-reduction reaction; Chemiluminescence; Self-igniting reactions. Each experiment is followed by displaying relevant commentary on the computer screen which is synchronized with slides showing chemical equations and animations grap hically illustrating the presented processes. A limited number of experiments, whose performance is technically impossible, is presented as films accompanied by audio commentary. The summary includes the results of a survey conducted among the participants of the presentation. They are aimed at testing the perception of the presented content and assessment of the attractiveness of the presented experiments and chemistry as an experimental science. References [1] ACT of 11 January 2001 on chemical substances and preparations (Journal of Laws of 14 February 2001). REGULATION of the Minister of Health of 11 July 2002 on marking the packaging of hazardous substances and preparations (Journal of Laws No. 140, item 1173). REGULATION of the Minister of Health of 14 August 2002 on the obligation of providing a data sheet of some preparations not classified as hazardous (Journal of Laws No. 142, item 1194). [2] K. Szczupia³, M.M. PoŸniaczek, Z.Kluz, P.Broœ, Multimedia application Check If You Understand It ( SprawdŸ, czy rozumiesz ) Auxiliary Materials for General Chemistry Teaching, Part 1, PRO CHEMIA Foundation,

22 TOWARDS TO RESEARCH OF PRIMARY CHEMISTRY CURRICULUM IN THE CZECH REPUBLIC Martin Bílek Department of Chemistry, Faculty of Education, University of Hradec Králové, Hradec Králové, Czech Republic, The goal of article is to describe research projects oriented to primary chemistry education, which are solved by the different teams with participation of Department of Chemistry Faculty of Education University of Hradec Králové. The first is the grant of the Czech Science Foundation, which is called Constructivism and its Application in Integrated Concept of Science Education. This project aims to develop constructivist approaches to the field of Physics, Chemistry and Biology instruction. One of the main outcomes will be the model of integrated science (Physics, Chemistry and Biology) education at lower secondary schools and appropriate model for pre-service teacher training. The second is the international comparative research project ROSE (Relevance on Science Education) introduces an analysis of students (15 th years age) opinion, attitudes, thinking about problems connected with science and technology. In the Czech republic is realised the reform of curricular systems actually and results of both projects will be used for improving of primary science curriculum. EXPLORING OF PUPIL S SKILLS BY CREATING OF ELEMENTARY IONIC STRUCTURE Martin Bílek 1, Jarmila Kmet ová 2, Jan Rajmund Paœko 3, 1 University of Hradec Králové, CZ 2 Matej Bel University Banská Bystrica, SK 3 Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, PL, The international comparative research that aimed in investigation if pupils of primary school (classes 3 9), who did not have chemical knowledge or who have some chemical knowledge, were able to construct ionic structures of chemical substances was carried out. The study showed that percent of pupils from the lower classes of primary school possesses some skills of constructing of ionic structures of chemical compounds and percent of pupils from the upper classes has no capability for solution of this task. The comparison was provided in the Poland, Czech republic and Slovakia. 22

23 THE INFLUENCE OF COMPUTER ANIMATED MODELS ON PUPILS` UNDERSTANDING OF NATURAL PHENOMENA IN THE MICRO-WORLD LEVEL M. Bilek 1, P. Cieœla 2, K. Koláø 1, J. Kmet ová 3, P. Opatrný 1, M. Melicherèik 3, M. Nodzyñska 2, I. Paœko 4, J.R. Paœko 4, J. Rychtera 1, P. Silný 3, D. Vaculèiková 3 1 University of Hradec Králové, Hradec Králové, CZ 2 Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, PL, 3 Matej Bel University Banská Bystrica, SK 4 Pedagogical University of Kraków, Institute of Pedagogy, Ingardena 4, Kraków, PL The effect of usage of newly designed dynamic models of computer natural phenomena (introduced on micro-world level) in image and understanding by pupils these processes is the object of investigations, as well as ascertainment whether this form of models based on international chemical symbols and pictures is received by pupils of different states in the same way. Unification of the education system in Europe and mutual recognition of university degrees in individual countries are the main priorities of the European Union in the field of education. In order to achieve this at the academic level the unification at the lowest education levels has to be done. The purpose of the project is the creation of universal, dynamic computer models which enable to represent the course of natural phenomena on level of micro-world, and after that execution of the research relating perceptions of these models by pupils of Polish as well as Czech and Slovak schools. Models was designed according to conception worked out on the ground of our several years investigations and analyses of many kinds of models used in order to describe the natural phenomena on level of micro-world. As a result of the research carried out two versions (Polish and Czech) of a monograph will be published concerning conceptions of dynamic computer models and the rules of their creating. The book will also include the analyzed results of the research as well as scenarios of lessons for use by teachers and finally a CD with several models of natural phenomena. 23

24 WATER IN CHEMICAL EDUCATION AT PRIMARY SCHOOL Honorata Bodnar, Pawe³ Cieœla Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, Poland, Water is very well known notion from everyday life. The everyday water is a mixture of several, mainly ionic, compounds, in which a chemical - water is a solvent. In chemistry the meaning of water is different. Water is just one of chemicals, that is composed of one atom of oxygen and two atoms of hydrogen. The pupils at primary education posses various information on water thus teachers must check pupils knowledge and after that eliminate erroneous information and after that introduce knew one. The paper shows the results of the research carried out at primary school. The aim of the research was to recognize what is the pupils knowledge on notion water and how it changes through four years of the education process. UNDERSTANDING THE NOTION 'SUGAR' IN PRIMARY CHEMICAL EDUCATION Agnieszka Chmielowska, Pawe³ Cieœla Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, Poland, In the chemistry education process pupils very often come across notions well known from everyday life that despite the same name have different scientific meaning. One of the notions in the Polish language is cukier means sugar, permanently used in the kitchen. The same notion cukier in chemistry represents the group of chemical compounds sugars with properties usually different from saccharose, however, they have similar components of structure. The teacher plays a specific role when he introduces the notions well known to pupils because he has to test what pupils know and then eliminate erroneous information. In order to find out what is the knowledge of sugar and how the knowledge changes during the education process the research were carried. The paper shows the results of the research. 24

25 CHEMICAL SYMBOLS EASY TO LEARN? Pawe³ Cieœla, Jan Rajmund Paœko Pedagogical University of Kraków; Department of Chemistry, Didactics of Chemistry, Podchor¹ ych 2, Kraków, Poland, In the chemistry teaching the chemical symbols are very important. Pupil in order to use chemical terminology has to be able to write down atoms, molecules, and ions with chemical symbols and also must know how to read equations written in chemical language. This skill is rather difficult to learn for secondary school pupils. The computer interactive software was designed to faciliate pupils to learn to use chemical symbols and the research were carried out if such a program can help learning the skill. This contribution shows the results of the research. PROCES KSZTA TOWANIA EKOLOGICZNEGO ŒWIATOPOGL DU STUDENTÓW JAKO PROBLEM PEDAGOGICZNY Natalia Demeshkant Centrum Naukowo-Metodyczne Edukacji Rolniczej Ministerstwa Polityki Rolniczej Ukrainy W ci¹gu kilkunastu lat wzros³a œwiadomoœæ zagro enia œrodowiska przyrodniczego, a zgodnie z definicj¹ Ellenberga ka de zaburzenie funkcjonowania ekosystemu wywo³ane dzia³aniem cz³owieka jest klasyfikowane jako zanieczyszczenie œrodowiska. Poznanie istoty tego niebezpieczeñstwa powinno sk³aniaæ do refleksji i zobowi¹zywaæ ludzkoœæ do zmniejszania tego zjawiska b¹dÿ do jego eliminacji. Niezbêdna jest do tego wiedza, siêgaj¹ca do przyczyn. Zintegrowane podejœcie kszta³towania ekologicznego œwiatopogl¹du sta³o siê ju koniecznoœci¹. INOVATIVE TRENDS APPLYING AT CREATION OF CHEMISTRY TEXTBOOK FOR PRIMARY SCHOOL Pavel Doulik Univerzita Jana Evangelisty Purkyne, Pedagogicka Fakulta The contribution is about main principles of creation of modern chemistry text book for basic schools. Text book conception is based on the Framed Educational Programme of basic education. Practical using knowledge, interdisciplinarity, ecological aspects of chemistry, using modern ICT and motivation for learning chemistry will be mainly accented in this text book. The text book should facilitate creation of school educational programme. The basic thematic plan of text book is presented in this contribution. 25

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