Curriculum as a support to investigative approach in learning chemistry

dc.creator	Tomašević Biljana
dc.creator	Trivić Dragica
dc.creator	Bojović Snežana
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:11Z
dc.date.available	2015-08-12T11:17:11Z
dc.identifier	10.2298/ZIPI0902477T
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/a0ea77237ae3416c9d7fde62c123ca4d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26149
dc.description	One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge) to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province) are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analyzed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organization and performing instruction, monitoring and evaluating students' achievements.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310902477T.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 41, Iss 2, Pp 477-495 (2009)
dc.subject	curriculum
dc.subject	goals
dc.subject	outcomes
dc.subject	standards
dc.subject	monitoring and evaluating students' accomplishment
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Curriculum as a support to investigative approach in learning chemistry
dc.type	article