Abstract:

The effectiveness of the teaching process within the subject of chemistry depends on many factors. One of the decisive factors is the choice of the appropriate solution - the teaching method to achieve the goal of the educational process. Chemistry as a science subject has its specifics and at the same time ranks among the abstract sciences. It is challenging to select teaching methods to bring chemical processes within chemistry closer and easier to understand. Each method has its advantages and disadvantages, so it is essential to realize that they are diverse in terms of preparation of the teacher per hour, the popularity of the method for students or teachers, durability of acquired knowledge, or efficiency of teaching. The choice of method is solely the decision of the teachers and depends on their professional and didactic knowledge, skills and mainly competences. The present experiment was carried out on a sample of 80 teachers. They taught five lessons using five different teaching methods: traditional lesson, EPPL - form - electronic presentation with a worksheet, research-oriented teaching, a lesson with real and visualized experiment. After completing the lessons using the specific method, the teachers completed a questionnaire with 12 questions. We focused on the difficulty of the preparation process of the teacher and the impact on the pupil, respectively student. From the respondents' responses, we constructed their essential characteristics in the form of graphs. We statistically expressed a significant dependence between the variables through the Fisher test. By particular testing, we revealed some statistically significant dependencies. Through our statistical analysis, we found out that students like or prefer if they learn most by using a method that teachers also consider to be highly motivating and engaging for students. It is mainly about lessons using real experiment and lessons with the implementation of discovering learning. Furthermore, our findings show that the lessons with the implementation of discovery teaching are the most demanding for the teacher considering the ratio of preparation and time and vocational training, but the students like them, are usually very active and learn the most from these lessons. Last but not least, the questionnaire research shows that the dependence between the school's material equipment, the equipment of the science laboratory, ICT tools and other variables (the activity of students, method type, etc.) showed no statistically significant dependence. Based on this fact, we can assume that teachers do not need a fully equipped lab to be able to attract students and teach them the knowledge to be taken. There are now a large number of alternatives to demonstrate experiments using, for example, raw materials from the kitchen instead of chemicals, which remove limits on the presentation of a real experiment on chemistry lessons and hence the use of the most effective teaching method identified by us.

Keywords:

Teaching method, quequestionnaire, test of independence, categorical variables.