The curriculum for chemistry in the elementary school includes the use of experimental work for achieving the standards of knowledge, connected with the learning objectives. The curriculum also anticipates learning differentiation and individualization in the phases of planning and performing the school lessons and also in the assessment of knowledge (Bačnik et al., 2011). In the Slovenian space, there is the lack of research in the field of learning differentiation and individualization of the chemical experimental part in the school practice. Therefore, this topic is discussed in the master’s thesis. In the theoretical part of the master’s thesis, the literature on the topic of the experimental part within the school lessons of chemistry, learning differentiation, and individualization is presented. In the empirical part of the master’s thesis, the methodology for the teacher’s following the progress of students between the chemical experimental part is developed with respect to the learning differentiation and individualization (UDKED). 45 students of the eighth grade were included in the research. On the basis of the use of the questionnaires UDKED in the entire sample of the 45 students by a couple of teachers who teach the students continuously for at least six months within the subjects which are based on the experimental work of the students and their analyses, the groups of students were composed for learning differentiation and individualization. The learning unit from the field of chemical contents for the realization of the learning differentiation and individualization in students was developed in cooperation with the teacher of chemistry and a special teacher from the selected elementary school and was engaged during a natural science day. The teacher of chemistry performed the natural science day by the use of the learning unit. The teacher answered the questions of the structured interview in a week after the performance of the natural science day. The basis for the production of the master’s thesis was the analyzed worksheets from the natural science day with chemical experimental work considering the learning differentiation and individualization and the answers of the structured interview with the teacher. The results show the varieties between the students in assimilating knowledge within the use of experimental work also within the groups of the first and the second group and do not enable carrying out the resolutions considering the successfulness of performing the tasks of the 1st, 2nd, and the 3rd group of the taxonomic rate. They also do not enable the recording of observations and resolutions for the whole groups. We can conclude on the basis of the recordings of the resolution, however, that the learning unit enables the assimilation of knowledge to the selected students of the third group. In the future, it would be possible perhaps to upgrade the research even more. Mostly, a research would have to be performed in more than three experimental exercises. In order to evaluate the progress, the survey questionnaire UDKED would have to be used. It would make sense to continue the research with a larger sample of the students from different schools who would be followed for a longer period of time and by including a larger number of teachers in the interview.
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