This dissertation investigates the impact of a non-formal forensic chemistry module (NFFCM) on the development of chemical literacy, interest, and motivational and cognitive factors in eighth-grade students, who are on average thirteen years old. The main aim of the study was to analyze the extent to which NFFCM contributes to chemical literacy and to identify which personal factors (e.g., motivation, self-concept, formal-logical thinking) and environmental factors (e.g., learning environment, cooperative learning) significantly influence this process.
The research began with a systematic literature review using the PRISMA methodology, which led to the development of an original educational program NFFCM, and a supporting student workbook titled Kemijski forenzik (Chemical detective). This workbook allowed for structured monitoring of students’ learning in a non-formal educational context. The program was implemented and evaluated with a sample of 100 eighth-grade students, combining qualitative and quantitative research methods, which enabled data triangulation and a comprehensive understanding of the program’s effects.
The research was carried out in seven interconnected phases, following the logical progression of the research process from conceptualization to the evaluation of learning outcomes. In the first phase, a thorough PRISMA-based literature review identified theoretical and empirical gaps in the field of non-formal chemistry education, both in Slovenia and internationally. Based on these findings, the NFFCM program was designed around a theme students could identify with forensic science and included interactive elements such as experiments, didactic simulations of real forensic approaches and practical tasks. A key outcome of this phase was the development of the Chemical detective workbook, which served as a central tool for structured and active student engagement.
The second phase involved selecting participating schools and students. Five schools from Central Slovenia agreed to participate, contributing a balanced sample of 100 students (by gender) enrolled in the elective course Experiments in Chemistry. All ethical and legal requirements were met, including school permissions, parental consent, and approval from the Faculty of Education Ethics Committee.
The third phase focused on preparation and initial data collection. The NFFCM program was introduced to students and teachers, followed by the administration of pre-program instruments: the Test of Logical Thinking (TOLT), a questionnaire on reasons for learning chemistry (MO), a cooperative learning scale (CL), and a pre-test assessing chemical literacy in the formal context (PTCF). These served as the baseline for comparing pre- and post-program outcomes.
The fourth phase encompassed the implementation of the NFFCM program, which consisted of five 90-minute sessions held outside of regular classes. Emphasis was placed on active student engagement, enabling them to gain knowledge and experience through inquiry-based learning and independent experimentation.
The fifth phase involved ongoing data collection during the sessions. Students completed structured tasks in the Chemical detective workbook, which provided detailed documentation of their learning process. After each session, they also completed questionnaires measuring self-concept and individual and situational interest (IiSC, SI), while the motivational learning environment (MoLe) questionnaire was administered after the first session. Throughout the implementation period, systematic observations were conducted by the researcher using structured observation sheets.
In the sixth phase, conducted during the final session, students completed post-program questionnaires (MO and MoLe) and took the final chemistry knowledge test (PTCN), which measured chemical literacy acquired through the non-formal learning experience. In addition, semi-structured interviews were conducted with a purposive sample of 21 students, providing deeper insights into their experiences, motivational responses, and perceived learning outcomes.
The seventh and final phase focused on data analysis. Quantitative data from tests and questionnaires were analyzed using appropriate statistical methods to assess changes before and after the program and to examine the influence of individual variables on chemical literacy. Qualitative analysis of workbook content and interview transcripts further illuminated student experiences, quality of interaction, and internal learning processes. This comprehensive approach enabled a nuanced evaluation of NFFCM’s effects and its validation as a pedagogical model for chemistry teaching in non-formal contexts.
The research findings were structured around four research questions (RQ1–RQ4), covering the qualitative analysis of student experience, quantitative measurement of chemical literacy and interest, and the analysis of personal and contextual predictors of academic success. Qualitative findings (RQ1) showed that students perceived the program as highly engaging, experimentally rich, and closely connected to real life, promoting autonomy, curiosity, and cooperation. Quantitative results (RQ2) confirmed a statistically significant improvement in chemical literacy following the program. The analysis of interest (RQ3) showed a statistically significant increase in both individual and situational interest in chemistry.
Within research question RQ4, a one-way analysis of variance (ANOVA) showed that students with higher autonomous motivation, stronger self-concept in chemistry, an abstract level of formal-logical thinking, and a positive perception of the motivational learning environment achieved significantly higher levels of chemical literacy. In contrast, the initial attitude towards cooperative learning did not have predictive power, and gender was not a statistically significant factor, supporting the principle of equal opportunities in science education.
Binary logistic regression revealed that the strongest predictor of learning success among all included variables was the initial level of chemical literacy.
The research findings confirm the value of modern didactic approaches that include context-based and inquiry-based learning in chemistry, as promoted by the NFFCM program. The program proved to be an effective pedagogical model, whose core elements are worth incorporating into the formal education process, as it contributes to the development of chemical literacy and fosters long-term interest in chemistry and science.
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