Analysis of chemistry teacher students' success and failure in solving multicomponent tasks with problematic elements
Abstrakt
Students' ability to solve problems is seen as a key aspect of education. Research results (e.g.
PISA) indicate reserves of Czech pupils in this area [1]. The possible cause is the lack of development of these abilities in schools.
The role of the teacher is crucial in this respect. The research focuses on the pre-service teachers' problem-solving.
The results include data from chemical problem tasks as well as general science tasks. Both parts contained three tasks designed for 15-year-olds.
These were given to the first-year bachelor students (N = 27) and the last year master students (N = 11). A significant difference between the student groups was found in solving chemistry problem tasks (p = .018), however no statistically significant difference was found between the groups in scientific-literacy focused tasks (PISA).
The freshmen are significantly better (p < .01) in solving general science tasks compared to the chemistry tasks. This phenomenon does not appear in the last-year students (p = .929).
A possible cause of the students' failure is also their excretion from the school/laboratory environment [2]. However, this does not explain the higher success rate in science tasks.
More information is therefore needed. The qualitative analysis of the task-solving procedure for the selected sample of students is planned.
The analysis includes eye-tracking, think-aloud and structured interview as research methods which can be used to analyse the solving-procedure [3]. References: 1.
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris, https://doi.org/10.1787/5f07c754-en. 2. Palečková, J., Tomášek, V., & Blažek, R. (2014).
Mezinárodní šetření PISA 2012 Schopnost patnáctiletých žáků řešit problémy [PISA 2012 The ability of 15-year-olds to solve problems] Available from: http://www.csicr.cz/html/PISA2012SchResProblemy/html5/index.html?&locale=CSY&pn=3 3. Tóthová, M. (2019).
Využití eye-trackingu k analýze strategií volených žáky při řešení problémových úloh z chemie. [The Use of Eye-tracking for Analysing the Strategies Students Use when Solving Chemistry Problem Tasks] (Master Thesis). Charles University, Prague.