The Impact of Long-Term Education Projects on the Students’ Conceptual Knowledge

Autor

  • Anna Baprowska Department of Chemistry, Faculty of Science, University of Hradec Kralove, Czech Republic
  • Małgorzata Nodzyńska Department of Biology and Chemistry Education, Institute of Biology Pedagogical University of Krakow, Poland

Słowa kluczowe:

project-based education, conceptual knowledge, chemistry

Abstrakt

The article describes research on the impact of long-term education projects on the increase in students’ knowledge (understood as information, skills, attitudes). Two groups of students participated in the project which lasted two years: talented students interested in chemistry and students having problems with this subject. The results obtained show that there was a significant increase in knowledge in both groups. The detailed differences between the two groups are described in the article.

Pobrania

Opublikowane

2020-12-01

Jak cytować

Baprowska, A. ., & Nodzyńska, M. . (2020). The Impact of Long-Term Education Projects on the Students’ Conceptual Knowledge. Annales Universitatis Paedagogicae Cracoviensis. Studia Ad Didacticam Scientiarum Socialium Pertinentia, 310(X), 195–200. Pobrano z https://scientiarumsocialium.uken.krakow.pl/article/view/8205

Numer

Tom 310 Nr X (2020): 310 Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia

Dział

Artykuły