The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.

The research aim was to examine the effect of the 5E instructional model on students’ cognitive processes and attitudes towards chemistry as a subject. The research was performed at three Slovak grammar schools in the 1st year during the 2nd term of the 2021/2022 school year. This research employed the experimental approach with a quasi-experimental design that involved experimental and control groups. The research sample consisted of 218 students, and it was divided into two groups: the experimental group comprised 114 students (who studied using the 5E model) and the control group comprised 104 students (who studied conventionally). The intervention took place during eight lessons (four two-hour laboratory exercises). A set of inquiry-based activities for the “chemical reactions and equations” thematic unit verified via pilot research was implemented using the 5E model in the experimental group. The research used the following tools: the chemistry concepts test based on the revised Bloom’s taxonomy and a questionnaire to identify the attitudes of students towards chemistry as a subject. The chemistry concepts test results indicated that teaching with the 5E model was more effective than teaching without the 5E model in terms of developing cognitive processes. It affected all the observed cognitive processes (memorization, understanding, application, analysis, and evaluation). After teaching with 5E model, students’ attitudes in experimental group towards learning chemistry as a subject changed significantly. Finally, research presents some recommendations, including conducting more studies on 5E model-based strategy, cognitive processes, and attitudes towards science.

This paper presents the results of research aimed at identifying and assessing the impact of the innovative educational program "Teaching Chemistry in Secondary Schools: Fostering Digital and Scientific Literacy." The programme aimed to help chemistry teachers develop digital competence in accordance with the European Framework for the Digital Competence of Educators (DigCompEdu) requirements. The research sample consisted of secondary school chemistry teachers combined (N=15) from three Slovak regions. The research was conducted during the first term of the 2024/2025 school year. The innovative educational programme consisted of 6 modules, covering a total of 50 hours. This innovative educational programme aimed to provide teachers with access to knowledge on teaching chemistry, with a focus on fostering digital competence through activating methods such as inquiry-based teaching, digital technology-supported teaching, and the use of digital summative and formative assessment tools. The research instrument was the DigCompEdu Check-in Questionnaire, completed by the teachers before and after finishing the educational programme. A comparison of the pre-test and post-test results indicated an overall improvement in teachers’ digital competence, moving from explorers to integrators. The analysis of their results in the area of Teaching and Learning indicated an increased frequency of teachers using digital tools to implement various teaching methods focused on developing students’ independent learning and group cooperation. The analysis of their results in the Assessment area indicated an increase in teachers’ monitoring of students’ progress and their analysis of information and feedback gathered about students. However, teachers still opted to use digital assessment tools less frequently. Therefore, it is necessary to make various digital assessment tools, addressing specific chemistry topics, accessible to teachers.

Information about the paper titled "FORMATIVE ASSESSMENT STRATEGIES FOCUSED ON DEVELOPING METACOGNITIVE SKILLS" at IATED Digital Library

This paper builds on a previous one entitled “Systemic Tasks in the Teaching of Inorganic Chemistry” published in Chemické listy 9/2022, which explained the SATL method (Systemic Approach in Teaching and Learning), described the individual types of systemic tasks in inorganic chemistry, and provided examples. This paper aims to share examples of systemic tasks designed for teaching organic chemistry, which focus on developing higher-order cognitive processes. 89 teachers applied these systemic tasks in teaching 2136 second year grammar school students in the course of two school years (2019–2021). Upon verification, it was confirmed that systemic tasks enhanced students’ understanding of orga­nic chemistry and contributed to the development of cognitive and scientific skills such as critical thinking, problem-solving, cooperation, argumentation, and result interpretation. The teachers involved in this research also provided their opinions on the pros and cons of this teaching tool in terms of motivation, deeper understanding, identifying misconceptions, and time requirements.