article Opinions Of Teachers and Students of Eight-Year Grammar Schools on Writing an
Academic Essay in Chemistry Education
Dominik Šmida, Elena Čipková, Tibor Nagy
information
year: 2021
issue: 1
fulltext: PDF
online publishing date: 24/3/2021
DOI: 10.14712/25337556.2021.1.5
ISSN (Online): 2533-7556
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.
abstract
The use of an academic essay in teaching chemistry develops students‘ critical thinking, their ability to work with in- formation from relevant sources and argue. At the same time, it also serves as a valuable diagnostic tool for identifying students‘ ideas about various scientific concepts. This paper maps the opinions of chemistry teachers and grammar school students on the use of the essay, while the answers of the respondents show that the essay is used by only 23% of interviewed teachers and only 15% of interviewed students wrote it in chemistry classes. The teachers considered the ti- me-consuming nature of the task to be the biggest problem. Teachers who do not use the essay to teach chemistry usually do not have enough information about this method. At the same time, they said that they would start using essay writing if they had more time to teach and if they were convinced of its effectiveness. The survey showed that students consider it important to acquire, during their secondary school studies, those skills that can be developed through writing the acade- mic essay, such as searching for and analyzing information, processing the information into a logical whole and creating one’s own position on the issue.
keywords
academic essay, teaching chemistry, critical thinking
fulltext (PDF )
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