Abstract
Chemistry experiment is a teaching method that shows one of the greatest motivational potential in chemistry teaching. However, students' independent thinking is needed to effectively classify it.
The present action research was aimed at identifying the use of experiments in the eighth and ninth grade Chemistry at lower-secondary school. Action research connects academics and preservice teachers with the real work of the teacher in the classroom.
By linking two research methods (observation and analysis of students' experiment descriptions), the original state of using the experiments was evaluated. The lessons contained demonstration experiments, but most of the activity was teacher-centered.
Students' understanding to the experiments was also not on a high level. After consulting literature, an intervention including the elements of IBSE was proposed.
The results show that the design of the experiment processing assists the teacher in the involvement of elements of IBSE and the transfer of activity to students. However, the design of the experiment itself seems insufficient for their better understanding to the experiments.
A possible cause may lie in the choice of an educational experiment, which should respect certain parameters, for example transparency. The principles for experiment selection and validation can be a theme for continuing research