Technological Educational Institute (T.E.I.) of Ionian Islands

Department of Environmental Technology and Ecology – Zakynthos - Greece

Dionysios Koulougliotis

“Barriers to lifelong learning in Chemistry: A comparative study between adults and

Chemistry teachers”

Literature ReviewStudents’ difficulties & Students’ attitudes

1. Students’ difficulties- Triple nature (macroscopic, submicroscopic, symbolic)- Molecular shape visualization- Intuitive alternative ideas and misconceptions. - Formal operational reasoning and field independence- Scientific language used (“technicality”, formality, abstractness)- Teaching methodology (theory – no connection with everyday life)

2. Students’ attitudes and motives- Difficulty and Interest: Neutral attitude- Usefulness: Rather negative attitude- Importance: Rather positive attitude- Motives: “Necessary evil” – Passion. Impossible and not desirable to aim for all students to be passionate about Chemistry per se, however important to be passionate about learning SOMETHING.

Research aims

1. Identification of barriers to lifelong learning in Chemistry from the point of view of adults who have NOT studied physical sciences

2. Identification of barriers to lifelong learning in Chemistry from the point of view of Chemistry teachers in secondary education

3. Comparison of experiences of the two groups for possibly relating them to a unified social frame of Chemistry learning and use as a basis for a strategy proposal for promoting lifelong learning in Chemistry.

Research Methodology

Personal structured interviews with open questions – Case study – Descriptive study10 adults and 10 teachers- Adults’ questionnaire

a. Experiences from chemistry educationb. Information on Chemistry issuesc. Chemical literacy and attitude towards Chemistry

- Teachers’ questionnairea. Experiences from chemistry teachingb. Reasons for students not choosing to study chemistryc. Education in Didactics of Chemistry

Research Methodology

Sample selection In a descriptive study important to select cases which are rich in information. Willingness and ability of subject to provide the information asked.

Adult selection criteriaa. All adults holding a tertiary education degree NOT related with science and covering a wide spectrum of subjects (3 economist-accountant, 1 nurse, 2 classics teachers, 2 primary school teacher, 1 military professional, 1 mathematician).b. Wide age group (23-58 years old) covering a wide spectrum of experiences

Teacher selection criteriaa. Long experience in teaching chemistry in secondary education (at least 8 years) (8 chemists and 2 physicists)b. Teaching chemistry in both public and private schools

Results and DiscussionADULTS

a. Experiences from chemistry education- Interesting course when experiments were done (4/10)- Boring course (3/10)- Neutral, some topics boring others interesting (3/10)Difficulties are related with1. Teacher using difficult language and/or not trying to take into account the knowledge gaps of students (4)2. Theoretical teaching and rote learning (4)3. Chemistry textbook (2)4. Difficult concepts (knowledge gap or intrinsic difficulty) (2)5. Little allocated teaching time (1)6. No difficulty (1)Reasons for not studying Chemistry1. Preference or inclination to other subjects (5)2. Knowledge gaps and bad performance (4)3. Difficulty to get a job (3)

Results and Discussion

ADULTSb. Information on Chemistry issues

- Main information sources on chemistry issues area. The Internet (8)b. Newspaper articles and magazines (7)c. Friends and relatives (3)d. Books (1)- Level of comprehension: Average (8), Very low (2)- Recent topics they heard about: environmental pollution, food, medicine- Would like to have more information on: chemical substances in foods (additives, nutrition information), environment (waste management, pollution), drugs.

Results and Discussion

ADULTS

c. Chemical literacy and attitude towards Chemistry- They consider their knowledge in chemistrya. Poor (6), b. Poor to Fair (3), c. Fair (1)Chemical literacy test showed:a. Major problem in applying the conservation of mass principle (7)b. Major difficult in giving an example of a chemical reactionc. However, mostly correct conception of material nature of odour particles.

Attitude towards the word chemical

What does the word chemical bring in your mind? Connect a noun to the adjective “chemical”

a. a scientist who performs experiments (5)b. the chemistry teacher (3)c. molecules, atoms, elements (2)d. something synthetic made in a lab (1)e. energy from a process (1)

a. scientific terms (substance, element, reaction) (3)b. something scary (monster, war) (3)c. metaphors (attraction, purity) (2)d. chemistry teacher (1)

Results and Discussion

TEACHERSa. Experiences from chemistry teachingReasons for difficulties of students in Chemistry learning

1. Chemistry is a difficult subject (symbolic character – New language) (6)2. Devaluation in the educational system (1 hour per week/ not required for the University entrance exams) (4)3. Theoretical teaching approach (3)4. Fragmentary pieces of knowledge not related either with each other or with student’s everyday life experiences (2)5. Prejudice against chemistry, importance to other areas by the press (2)

Important: All above points (shown in red) were also mentioned in students’ experiences (Difficult concepts – Little allocated teaching time – Theoretical teaching – Chemistry textbook) and attitudes

Results and Discussion

TEACHERSa. Experiences from chemistry teaching (cont.)Difficulties faced by teachers in the educational practice

1. Limited allocated teaching time for covering the heavy curriculum and practice experiments (8)2. Lack of lab equipment and materials (4)3. Curriculum content (large, difficult for the students, topics not related with common experiences) (3)4. Lack of interest from the students (Why? Course devaluation by the system, emphasis on theory and rote learning, no connection of chemistry with every day life) (5)

Interesting point: The difficulties faced by the teachers in chemistry teaching are in a large degree common with the ones faced by the students in chemistry learning.

Results and Discussion

TEACHERSb. Reasons for students not choosing to study chemistry

1. Difficult subject2. Lack of inclination/preference for the subject3. Difficult to get a job

Adults mentioned the same reasons.

Propositions by teachers1. Improve curriculum2. Change the social status of chemistry (more research, more job positions)3. Improve teaching methodology (guided inquiry, lab practice)4. Enhancement of non-formal education initiatives targeted to the average public – Social role of scientist (chemistry competitions, summer schools by research institutes)

Results and Discussion

TEACHERSc. Education in Didactics of Chemistry

Undergraduate courses (only theoretical) (2) – Very little helpTraining course (only theoretical) (4) – Very little helpMaster Program (theory and lab courses) (5) – Drastic change in their philosophy and classroom practice

What should be included in a “Didactics of Chemistry” course program?- Students’ alternative ideas and misconceptions- Alternative teaching methods and teaching strategies- Design and practical training in laboratory exercises- Connection of theory with practice

Results and Discussion

ADULTS vs TEACHERSNoteworthy agreement

Negative attitude

Non-attractive teaching methodology Curriculum content

Negative attitude of students(barrier also for the teachers)

Devaluation of chemistry in the education system AND in society

Difficulty of the subject

Need for teachers’ education in didactics of chemistryNeed for continuing research in didactics of chemistry

Basis for strategy proposal

Lifelong learning in science is a complex process and tends to become a requirement in today’s changing world. Necessary for teachers also.

Thus, for its promotion, policy makers should adopt a spherical approach taking into account barriers of students/teachers/adults in required.

Our work brought out the common barriers of teachers and adults. These barriers can be used as a basis for a strategy proposal for the promotion

of lifelong learning in chemistry (and science in general)

Acknowledgements

Katerina SaltaMichalis GekosIrene Petsimeri

Marilena Carnasciali – Elizabetta Delle Donne

EU

Thank you for your attention