StatusThe thesis was presented on the 26 August, 2004
Approved by NCAA on the 14 October, 2004
Abstract– 0.34 Mb / in romanian
2.24 Mb /
The achieved research approached the integral reorientation for implementation of the environmental conceptions when teaching chemistry, which reflects the education connected to the environment. This way the resolving of practical problems takes place through an educational order at chemistry with protection elements of the environment. The revaluation of the environmental education at chemistry carries on trough an infusional approach. This is a method that facilitates the study of fundamental concepts of the basic school curriculum and represents a dynamic and applicative character in everyday life with the motto ”Chemistry for life”.
From the point of view of the educational technology the formative-informative process at chemistry was grounded through the technology model of education achievement connected to the environment, which includes an ensemble of operational elements of the didactic act at chemistry connotated in the practical aspect. The technology model of education achievement connected to the environment represents the skill (a complex and continuous action) of achieving the link between two sciences: environmental protection and educational chemistry, led to the educational finality: the training and development of the young generation in a healthy, lasting environment and improvement of the life conditions. The protection elements of the environment are structured in a synergic-complementary system with elements of environmental protection. The system includes two types of elements: “in-side” and “on-side”. The “in-side” protection elements are adopted according to the gymnasium curriculum at chemistry and are learnt at chemistry lessons. The “on-side” elements are integrated and can be studied during the extra curriculum activities at chemistry.
The model is inoffensive for the chemistry study process. This is reported in the didactic investigation, proving that the chemistry knowledge is better acquired by the implementation of the practical concepts. The didactic research pointed out the technology efficiency of education achievement connected to the environment, which was established by the pupil’s results at chemistry (school results at chemistry, practical knowledge, attitudes about the environmental state and environmental protection) through the significance test Mann-Whitney.