Databases have an important part in teaching and learning chemistry because of the need to empower students with knowledge needed to search and retrieve information, to develop critical thinking, which is crucial in the age of increasing amount of information in the field of science. Many chemical databases with an open access are invaluable for both researchers and chemical educators at all levels in terms of ease of use, the extent of information and overcoming time and place barriers. In the theoretical part of the master’s thesis in the field of information and communications technology (ICT) use we present the European Digital Competence Framework for Educators DigCompEdu 2.1. TPACK model is also presented as it can help to plan, assess and evaluate the use of technology in teaching and learning. In the following research there is a focus on the use of ICT in chemistry lessons, briefly presenting ways of incorporating ICT into chemistry lessons and the importance of the use of chemical databases in the teaching of chemistry from the perspective of the Curriculum for Chemistry in Primary School. Based on a qualitative research we carried out semi-structured interviews with the chemistry teachers in primary school. Our purpose was to find out in which curriculum content teachers are most likely to use chemical databases, what are the challenges and opportunities they face regarding database use in class and what are the factors that influence the quality of a database use in teaching and learning chemistry. Based on the results we developed a massive open online course (MOOC) on the use of databases in teaching and learning chemistry for teachers in primary school. After the course we once again carried out semi-structured interviews with chemistry teachers to find out the extent to which the course has helped to broaden and upgrade their knowledge of databases, to think about the potential of their use in teaching and learning chemistry, and to surpass the identified problems in interviews prior to the online course. The results of our research showed that online course encouraged teachers to think about the use of databases in different content sets of the curriculum for chemistry in primary school. Although there are some challenges teachers have to face with the use of databases, they can also recognize the solutions to these challenges and know how to tackle them. Teachers have also recognized the important added value in the use of chemistry databases in the beginning of the course as well as in the end. Teachers' knowledge was thus the most important factor in the guality use of databases.
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