Chemistry is a branch of physical science which presents difficulties and challenges to many students. Several researchers have been exploring the ways to bring the contents of this school subject closer to primary school children, high school and university students - in order to make it more understandable and to encourage learners to study it with more interest. Usually, it is not the understanding of concepts which is problematic, but the style of teaching. Research shows that chemistry teachers should desist from the traditional way of teaching the syllabus and start introducing active teaching methods into the classrooms. Such methods are based on learning through contextualization, experimental work, information and communication technology, role play, project work, etc. If a teacher uses these methods and ways of learning as early as the primary school, his or her pupils will be motivated for studying and research. If the syllabus is presented to students in a way which makes their undestanding easier and permanent, then chemisty will not present a problem in their later school years and they will study it with genuine interest. This makes the students intrinsically motivated, relating their knowledge with their interests, experience and the environment they live in. The choice of learning strategies and his/her engagement in the classroom are up to the teacher; this is of utmost importance in making the understanding of chemistry syllabus non-problematic for students.
The aim of this thesis was to find out the students' opinion at the Faculty of Education, University of Ljubljana, on secondary school chemisty. The survey includes the students of the first-cycle double major programme, from different fields of study. 126 students participated in the survey in the academic years of 2014/2015 and 2015/2016. The analyzed data have been systematically presented in 7 topical sets. It has been established that the students find chemisty interesting and that they are aware of its connection with everyday life. However, their intrinsic motivation for studying it was weak; they did not like solving chemistry problems, which presented a challenge to them. These students learned chemistry mainly because of the external factors (other people's wishes, their wish to get a good grade). The results show that independent experimental work as well as the use of information and communication technology help students to better understand chemistry syllabus.
The analyzed data show that teachers, who plan the teaching process and guide their students, have an important role in the process of learning and teaching. If a teacher includes active methods and strategies for studying into his/her teaching process, the chemistry syllabus will become more interesting and easier to comprehend.
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