Pixel International Conferences

There is an expectation in society that teachers should evaluate the way they teach and, in this process, they should also consider the feedback from their students. Students are encouraged to evaluate their skills and key competencies. The research has focused on high school students in their last year of learning chemistry and its aim was to analyze their feeling about the usefulness of chemistry lessons for their life. The study was done at an eight-year grammar school in the center of Prague. The group of 76 (18 – 19 years old) students from five different classes who were in the last year of their chemistry curriculum got the questionnaire with 21 statements and 33 open questions. By using an 11-point Likert scale, they indicated their progress or regress in skills and competencies during last three years of their chemistry curriculum. The open questions gave the students an opportunity to comment on the position of the marks they made on the Likert scale. The students were taught by three different teachers with different teaching styles. The answers in the questionnaires showed a dependence on the teaching style of the teacher. Unlike the traditional (frontal) education, the student-oriented teaching has resulted in increased self-confidence in many skills and competencies among the respondents.

Keywords: key competencies, reflective practice, teaching methods;

References:

[1] Belz, H. and Siegrist, M. (2000) Kurzbuch Schlüsselqualifikationen. Freiburg in Breisgau: Lambertus-Verlag. Czech edition: (2001) Klíčové competence a jejich rozvíjení. Praha: Portál
[2] Brandenburg, R. et al. (Eds.) (2017) Reflective Theory and Practice in Teacher Education. Singapore: Springer Nature.
[3] Hansen Čechová, B. (2009) Nápady pro rozvoj a hodnocení klíčových kompetencí žáků (Ideas for Development and Evaluation of Pupils Key Competencies). Praha: Portál