Publication at Faculty of Education |
2019
Abstract
The research was focused on the teacher's opinions about the key and critical points of the lower secondary chemistry curriculum in the Czech Republic. Through the interviews with 40 chemistry teachers from four Czech regions was gained information about what teachers named as critical topics and what as key topics in early chemistry school contents.
Some problems were identified mainly with cognition overload of learners and the necessity to realize stronger connections to everyday life and forming science literacy.