Introduction of hydrosphere environmental problems in lower secondary school chemistry lessons

Klemen, Taja (avtor), Devetak, Iztok (avtor)

The 2030 Agenda for Sustainable Development focuses on ensuring a healthy environment for present and future generations by avoiding risks associated with consumption, exploitation of natural resources and pollution. Maintaining an environmentally aware society to address hydrosphere environmental problems requires environmental literacy, which should be continuously improved through environmental education. The study aimed to evaluate the effectiveness of integrating hydrosphere environmental problems into chemistry lessons through an online workshop, comparing students’ achievements and their situational and individual interest before and after participating in the workshop. Altogether, 145 students from seven Slovenian lower secondary schools participated in the study. Three-tier achievement tests assessed students’ knowledge about hydrosphere environmental problems before and after the workshop, while 15-item and 10-item questionnaires measured individual and situational interest. Results showed that 42.1% of students achieved more than half of the points on the preliminary achievement test, while following the workshop, 61.5% of students achieved better results on the achievement post-test. Students struggled to understand the chemical structures of pollutants and their effects on the hydrosphere. No significant differences in results on the post-test and delayed achievement test were identified, but high individual and situational interest positively influenced students’ results on all achievement tests.

• Jezik: Angleški jezik
• Ključne besede: hydrosphere environmental problems, lower secondary school, chemistry education, interest
• Vrsta gradiva: Članek v reviji
• Tipologija: 1.01 - Izvirni znanstveni članek
• Organizacija: PEF - Pedagoška fakulteta
• Status publikacije: Objavljeno
• Različica publikacije: Objavljena publikacija
• Leto izida: 2025
• Št. strani: 27 str.
• Številčenje: Vol. 15, iss. 1, art. 111
• PID: 20.500.12556/RUL-166733
• UDK: 373.5:502.51
• ISSN pri članku: 2227-7102
• DOI: 10.3390/educsci15010111
• COBISS.SI-ID: 223459587
• Datum objave v RUL: 23.01.2025

Gradivo je del revije

• Naslov: Education sciences
• Skrajšan naslov: Educ. sci.
• Založnik: MDPI
• ISSN: 2227-7102
• COBISS.SI-ID: 520257817

Licence

• Licenca: CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
• Povezava: http://creativecommons.org/licenses/by/4.0/deed.sl
• Opis: To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.

Sekundarni jezik

• Jezik: Slovenski jezik
• Ključne besede: na učenca osredotočen pristop, učenje na prostem, kompetence, pripravništvo, samoocena, hidrosfera, srednješolsko izobraževanje

Projekti

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: P5-0451
• Naslov: Strategije vzgoje in izobraževanja za trajnostni razvoj ob uporabi inovativnih na učečega osredinjenih izobraževalnih pristopov

• Financer: ARIS - Javna agencija za znanstvenoraziskovalno in inovacijsko dejavnost Republike Slovenije
• Številka projekta: J5-4573
• Naslov: Razvijanje veščin 21. stoletja za trajnostni razvoj in kvalitetno izobraževanje v času hitrih tehnološko pogojenih sprememb gospodarskega, socialnega in naravnega okolja