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This diploma thesis is aimed at the possibilities of the usage of physical activities in chemistry education. The theoretical part of this thesis contains the analysis of RVP ZV and RVP G, especially the content of the movement. This part is also focused on the physical activities, the types and styles of learning, especially on the kinesthetic learning style, and the motivation of pupils. The practical part of this thesis is focused on the finding of usage physical activities by teachers of chemistry. These data are obtained through interviews with chemistry teachers. These teachers also evaluated the created chemistry physical activities, which are presented in the diploma thesis. The chemistry physical activities also includes methodological instructions for users.

In the thesis, results of a research focused on monitoring strategies used by students during problem solving are presented. It follows previous studies conducted with the use of think- aloud method. Due to limitations of this method, an eye-camera is used. The record of the camera is used not only to analyse student's problem-solving process, but also as a tool eliminating one of the RTA limits - inaccuracies due to forgetting. The strategies were investigated among economics-oriented vocational school students in the first grade. They solved indicator tasks from the Methodical Comments and Tasks for Educational Standards in Lower-Secondary Education. The research sample was selected based on a pre-test composed of the selected tasks. According to the results, the students were divided into four categories, two students of each category were selected for the research. They solved a second set of the tasks. Based on eye-tracking and think-aloud data, their problem- solving processes were mapped and false-positive results were eliminated. The research results show that the students used the most expansive strategies, mainly work with the periodical table. However, in most cases, these strategies did not lead to a correct solution, due to the students' problems during solving. In these cases, they...

This thesis focuses on the indicators of quality of education. The indicators are learning exercises the aim of which is to prove whether the tested pupils reached the level of knowledge defined by the national curriculum and listed in the Framework Education Programme. While learning Chemistry, the students should master the key competencies and educational objectives from the education area "Man and Nature" and further from the subject of Chemistry. The thesis focuses on the evidence of reaching the educational goals in Chemistry within the scope of General Chemistry. Since the level of knowledge defined by the Framework Education Programme is not very specific, the author of this thesis decided to settle the educational goals for the subject of General Chemistry based on the study of expert literature and curricular documents. Furthermore, the author also suggests a system of indicators which can be used to verify reaching these goals by the pupils of the secondary schools. The thesis also includes one of the models of working with such indicators. The indicator system was first assessed by a focus group (Chemistry teachers and experts in Didactics of Chemistry). This focus group evaluated the content and the construct validity of the suggested indicators. Afterwards, some of the learning...

Studietiden är som en del av individens vardag i ständig förändring, till följd av att nya möjligheter till undervisning på distans utvecklas och tas i bruk. Denna enkätstudie bygger på data från 71 elever och avser att reflektera deras uppfattningar om kemiämnets möjligheter till inspiration och som källa till kunskaper i vardag och samhälle. Elevers upplevelser av digital distansundervisning ställs mot upplevelser av undervisning i skolmiljö. Eleverna som grupp, ger i denna studie uttryck för ett lägre intresse och minskade möjligheter att förklara vardagliga observationer när undervisningen sker på distans.  I studien reflekteras även den sociala aspekten av lärande genom elevers uppfattningar om möjligheter att stödja deras lärprocesser vid undervisning i skolmiljö och på distans. Elevgruppens svar speglar sämre förutsättningar att stödja lärprocesser då undervisningen i huvudsak sker på distans eftersom möjligheterna till sociala och pedagogiska interaktioner då begränsas. Elevers skattningar av den egna kemilärarens didaktiska förmåga i den digitala undervisningens arena vägs mot betydelsen av den pedagogiska relationen och undervisningens förmedlade kunskapskrav. Elevsvaren speglar i detta avseende en kluvenhet där betydelsen av didaktiska val sammanvägs med betydelsen av den pedagogiska omsorgsrelationen och möjligheter till vägledning. / Study time is constantly changing, as a result of new opportunities for distance learning being developed and put into use. This questionnaire study is based on data from 71 students and intends to reflect their perceptions of the chemistry subject's opportunities for inspiration, as a source of knowledge in everyday life and society. Students' experiences of digital distance education are contrasted with experiences of teaching in a school environment. In this study, the students as a group express a lower interest and reduced opportunities to explain everyday observations when teaching takes place at a distance. The study also reflects the social aspect of learning through students' perceptions of opportunities to support their learning processes when teaching in a school environment and at a distance. The student group's responses reflect poorer conditions for supporting learning processes as teaching mainly takes place at a distance, as the opportunities for social and pedagogical interactions are then limited. Students' estimates of their own chemistry teacher's didactic ability in the digital teaching arena are weighed against the importance of the pedagogical relationship and and mediated contents of curriculum. In this respect, the students' responses reflect a division where the importance of didactic choices is weighed together with the importance of the pedagogical care relationship and opportunities for guidance.

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TITLE: Students' Attitudes Towards Chemistry According to the Secondary School They Attend AUTHOR: PhDr. Martin Rusek DEPARTMENT: Katedra chemie a didaktiky chemie SUPERVISOR: prof. RNDr. Pavel Beneš, CSc. ABSTRACT: The research presented in this thesis completes the data with the information about so far neglected vocational schools students' attitudes towards chemistry. After the curricular reform, impact put on general education, including chemistry, brings considerable changes in this area. The questionnaire used was focused on three spheres: students' attitudes towards chemistry, didactical facilities used in chemistry education and students' attitudes towards particular chemical topics. The questionnaire was submitted to students (N = 959) at the beginning of the school year after they entered secondary school. That way the results reflect students' attitudes constructed at primary schools. The results show negative students' attitudes. They are mostly affected by the difficulty of the subject and also by students' low interest in the topics. It was also proved that topics close to students' lives play a vital role. Based on the results of the research, proposals may be word in order to solve the situation: emphasizing activating methods such as: experimental work and active observation, also...

I den här uppsatsen beskrivs på vilket sätt kemins tre perspektiv(makroskopiskt, submikroskopiskt, symboliskt) förekommer i lärareskemiundervisning.Datainsamlingen gjordes genom semistrukturerade intervjuer med 13 läraresom spelades in och transkriberades. Några av lärarna undervisar i kemi igrundskolans senare år och några i gymnasieskolan. Därefter gjordes entematisk analys av intervjuerna.I analysresultatet framgick följande teman: • Lämplig substans • Elevens (förståelse) inre bild • Omedveten medvetenhet • Två perspektiv i taget I temat lämplig substans framgick att lärare i sin undervisning oftaanvänder substanser som elever känner till sedan tidigare.I temat elevens (förståelse) inre bild framgick att lärare i första handförsöker hjälpa eleven att föreställa sig hur kemin fungerar.I temat omedveten medvetenhet framgick att de tre perspektiven förekomi lärares kemiundervisning även om endast en tillämpade detta medvetet ochsystematiskt. I de andras undervisning fanns begreppen med även om lärarnainte tänkte på det.I temat två perspektiv i taget framgick att lärarna oftast arbetade med tvåperspektiv och sällan med alla tre samtidigt.De tre perspektiven (begreppen) förekommer i samtliga lärares undervisningmen de flesta lärare använder andra termer för detta. Begreppen används oftatillsammans och ostrukturerat vilket kan bidra till missuppfattningar hoseleverna. Endast en lärare undervisar systematiskt utifrån terminologinmakroskopiskt, submikroskopiskt och symboliskt. / In this essay it is described in what way three perspectives (macroscopic,submicroscopic, symbolic) of chemistry occur in teachers’ chemistryeducation.Data was collected using semi structured interviews with 13 teachers. Theinterviews were recorded and transcribed. Some of the teachers work withchemistry education in the upper stage of the primary school and some workin upper secondary education (high school). Then thematic analysis wasapplied on the transcribed interviews.The following themes were found in the resulting analysis: • Appropriate substance • The student’s mental picture • Unaware awareness • Two perspectives at a time In the theme appropriate substance it was found that teachers often usesubstances in their education that are already known to the student.In the theme the student’s mental picture it was found that teachersgenerally try to help the student imagine how chemistry works.In the theme unaware awareness it was found that the three perspectivesoccurred in the teachers’ education, but the words were only applied by one ofthe teachers systematically. In the other teachers’ teaching the concepts werepart of the education even if the teachers weren’t aware of the terminology.In the theme two perspectives at a time it was found that the teachersusually applied two perspectives but seldom all three at the same time.The three perspectives (the concepts) exist in all teacher’s education but mostof the teachers use other expressions. The concepts are used together andunstructured which may contribute students’ misconceptions. Only oneteacher educates systematically using the terminology macroscopic,submicrosopic and symbolic.

Syftet med detta examensarbete var att undersöka animationer i kemiundervisning på gymnasieskolan. Mer specifikt: att utreda hur animationer för närvarande används i undervisningen, vilken betydelse förkunskaper har på elevens förståelse av animationer och även hur förståelsen påverkas av animationens design. För undersökningen valdes området kemisk bindning. Den första delen, kartläggningen av hur animationer används i kemiundervisningen, utreddes med hjälp av en lärarenkät. Den andra delen, undersökningen av elevers förståelse för animationer utifrån förkunskaper och animationens design, gjordes med hjälp av en elevenkät och en elevintervju. Under elevintervjun fick eleverna ta del av två utvecklade animationer, där den ena illustrerade jonbindning i två dimensioner och den andra i tre dimensioner. Animationerna visades genom att hälften av eleverna började med den ena animationen medan övriga inledde med den andra för att ta reda på om ordningsföljden inverkar på lärandet. För att komplettera dessa två delar utfördes en litteratursammanställning, med inriktning mot lärande, animationer och sambandet mellan de två.Insamlade data analyserades genom en tematisk analys. Resultaten som följde ur analysen var fyra olika teman relaterade till elevers begreppsanvändning. De visade att elever använder begrepp som är relevanta men inte förväntade, eller begrepp som är irrelevanta för det aktuella kemiska området. Vidare visade vissa elever en avsaknad av begrepp för att förklara det kemiska området. Till sist framkom en skillnad mellan elevers uppfattning av animationer i två dimensioner och animationer i tre dimensioner. Vissa begrepp tenderade att endast nämnas i diskussion kring animationen i två dimensioner och föll bort vid tre dimensioner. Utifrån dessa teman kunde olika möjliga strategier för lärare lyftas fram med hjälp av den litteratur som framförts. Dessa strategier sammanfattades sedan i ett vägledande material för kemilärare i gymnasieskolan. Materialet är avsett att vägleda lärare i hur animationer på bästa sätt används i kemiundervisningen med avseende på elevernas förutsättningar.Sammanfattningsvis kunde följande slutsatser dras. Animationer används i gymnasieskolans kemikurser med syfte att illustrera fenomen och processer som inte går att se med blotta ögat. Gällande elevers förståelse för animationer finns det flera påverkande faktorer. Brister i förkunskaper kan leda till att eleven använder irrelevanta begrepp, eller att de relevanta begreppen inte finns i elevens vokabulär. En högre grad av förkunskap kan däremot leda till att eleven använder begrepp som läraren inte förväntat sig i den aktuella undervisningssituationen. Animationens dimensionalitet påverkar elevens förståelse. En tvådimensionell animation visade sig enklare för eleverna att förstå än en tredimensionell animation. Lärarens uppdrag är att ta hänsyn till dessa aspekter för att eleverna ska ha användning för animationerna i sina lärprocesser. / The purpose of this thesis was to investigate animations in chemistry education in Swedish upper secondary school. More specifically, to discern how animations are currently used in education, how prior knowledge affects the students’ understanding of animations and lastly how the understanding is affected by the design of the animation. For this investigation the subject of chemical bonds was chosen. The initial part, mapping the usage of animations in chemistry education, was investigated with a teacher survey. The second part, investigation of students’ understanding based on prior knowledge and the design of the animation, was conducted with a student survey and a student interview. During the student interview, the students were presented with two animations developed by the interviewers, where one depicted ionic bonds in two dimensions while the other depicted the concept in three dimensions. The animations were presented by having half of the students first view one of the animations, while the remaining students started with the other one in order to distinguish if the sequencing affects learning. To complement these two parts, a study of literature was conducted, with direction towards teaching, animations and the connection between the two. Gathered data were analyzed through a thematic analysis. The results that followed from this analysis were four different themes related to students’ usage of concepts. They showed that students use concepts that are relevant but not expected, or concepts that are irrelevant for the current chemical field. Furthermore, students showed a lack of concepts when trying to explain the chemical field. Lastly, a difference was distinguished between students’ perception of animations in two dimensions and animations in three dimensions. Some concepts tended to only appear in relation to the animation in two dimensions. Based on these themes, different strategies for teachers were highlighted with the help from the presented literature. These strategies were summarized in a guiding material for chemistry teachers in the Swedish upper secondary school. The material is intended to guide teachers in how to use animations in chemistry education in an optimal way regarding students’ prerequisites.To sum up, the following conclusions could be drawn. Animations are used in chemistry courses of Swedish upper secondary schools with the purpose of illustrating phenomena and processes that are not visible to the naked eye. Regarding students’ understanding of animations there are several influencing factors. Lack of prior knowledge can lead to the student using irrelevant concepts, or that the relevant concepts are not in the student’s vocabulary. A higher degree of prior knowledge can result in the student utilizing concepts that the teacher did not expect in the current instructional context. The dimensionality of the animation affects the student’s understanding. A two-dimensional animation proved to be easier for the students to understand than a three-dimensional animation. The teacher’s responsibility is to consider these aspects for the students to make use of the animations in their learning processes.

Problem solving at the crossroads between chemistry and mathematics presents significant challenges for students at all levels of education. This licentiate thesis aims to enhance our understanding of such problem solving, with a focus on how university students approach problems in the context of chemical kinetics. The thesis is based on two papers. The video data analysed in these papers were collected from problem-solving sessions where second-year chemistry students worked in pairs to solve tasks centred around a key concept in chemical kinetics. The first paper aimed to develop a framework suitable for analysing problem solving at the interface of chemistry and mathematics. Deductive and inductive analysis of the collected video data resulted in the extended mathematical modelling cycle (MMC). This empirically derived framework offers a fine-grained picture of the processes and resources at play during problem solving in chemical kinetics, suggesting that students: (1) engage in a range of (sub)processes beyond those typically outlined in the classical MMC; and (2) employ extra-mathematical resources (EMRs) in all stages of the MMC. The EMRs can be divided into chemical and other resources. While chemical resources are essential in translating chemical information into mathematical relationships, they also play a crucial role during mathematical work, offering guidance to the mathematical operations. The purpose of the second paper was to further characterise the nature and roles of other resources. Findings suggest that other resources can be divided into: implicit models of results, explicit examples from experience, and superficial procedural resources. Analysing their roles in problem solving revealed that implicit models primarily influence students’ ideas of where they are going, while explicit examples and superficial procedural resources provide a basis of strategies for how to get there.