<abstract xmlns="http://www.w3.org/1999/xhtml"><p>We investigated the difficulties and challenges for teachers in implementing microcomputer-based laboratory and inquiry-based education in basic schools, where pupils were unused to this type of education. To achieve this, we implemented lesson models with worksheets focused on chemical reactions, chemical decomposition and chemical synthesis; with demonstration experiments and video-recording of each lesson. We then utilized a qualitative research design to analyse the videos, concentrating on circumstances leading to increased and decreased pupil attention to the relevant events, and on subsequent student reflection. Experience gained from implementing our model lessons proved that achieving effective teacher-pupil communication was the greatest difficulty hindering teaching success. This particularly involved the formulation of predictions and conclusions which demands strong commitment, determination and skill from every teacher. A further difficulty was ensuring active pupil engagement in the discussion. We therefore instituted a set of teacher ‘working-rules’ to enhance success in this innovative form of education.</p></abstract>

We investigated the difficulties and challenges for teachers in implementing microcomputer-based laboratory and inquiry-based education in basic schools, where pupils were unused to this type of education. To achieve this, we implemented lesson models with worksheets focused on chemical reactions, chemical decomposition and chemical synthesis; with demonstration experiments and video-recording of each lesson. We then utilized a qualitative research design to analyse the videos, concentrating on circumstances leading to increased and decreased pupil attention to the relevant events, and on subsequent student reflection. Experience gained from implementing our model lessons proved that achieving effective teacher-pupil communication was the greatest difficulty hindering teaching success. This particularly involved the formulation of predictions and conclusions which demands strong commitment, determination and skill from every teacher. A further difficulty was ensuring active pupil engagement in the discussion. We therefore instituted a set of teacher ‘working-rules’ to enhance success in this innovative form of education.

How can pupils see what is invisible?: Possibilities of inquiry probeware experiment implementation in primary schools

Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences

Chemistry-Didactics-Ecology-Metrology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

We investigated the difficulties and challenges for teachers in implementing microcomputer-based laboratory and inquiry-based education in basic schools, where...

How can pupils see what is invisible?: Possibilities of inquiry probeware experiment implementation in primary schools

Published Online: Jan 27, 2018

Page range: 69 - 91

DOI: https://doi.org/10.1515/cdem-2017-0004

Keywords
chemical reaction, demonstration experiment, inquiry-based science education, microcomputer-based laboratory, worksheets

© 2017 Vladimír Gašparík et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

How can pupils see what is invisible?: Possibilities of inquiry probeware experiment implementation in primary schools

Published Online: Jan 27, 2018

Page range: 69 - 91

DOI: https://doi.org/10.1515/cdem-2017-0004

Keywordschemical reaction, demonstration experiment, inquiry-based science education, microcomputer-based laboratory, worksheets

© 2017 Vladimír Gašparík et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Keywords
chemical reaction, demonstration experiment, inquiry-based science education, microcomputer-based laboratory, worksheets