Survey has been done in towns and cities in various regions of Poland.

Collecting information has been planned in two steps: information from teachers (2007) [1] and information from students (2008 and 2009)[7].

Survey has been done in towns and cities in various regions of Poland.

Collecting information has been planned in two steps: information from teachers (2007) [1] and information from students (2008 and 2009)[7].

STUDENTS' OPINIONS ABOUT CHEMISTRY TEXTBOOKSPRELIMINARY REPORT FROM POLAND

KRZECZKOWSKA Małgorzata1, MACIEJOWSKA Iwona1 and CHMIELOWSKI Paweł2 (1) Faculty of Chemistry, Jagiellonian University, Krakow, Poland

(2) Faculty of Social Science, Institute of Sociology, Adam Mickiewicz University in Poznan, Poland

0

5

10

15

20

25

30

% of answers

literature biography withphotos

www addresses subject/nameindex

the less important features of textbook

0

20

40

60

80

100

120

% of respondents

a b c d e

pictures in a currently used textbook (I) are ...

5

4

3

2

1

BACKGROUND:

As a result of the education system restructuring, taking place in 1999 in Poland, the market offer of new textbooks is very rich. Currently (2009), the teacher of the lower secondary school may select from 23 textbooks, while the teacher of the upper secondary school (general education) may choose from as many as 27 textbooks, a large contrast compared to the previous years where only 2-3 publications were available.

One of the method of textbook optimizing involves familiarization with the feedback from students and teachers regarding the publishers acting on the market. A PURPOSE:

- to get opinions formed by students with regard to school textbooks – those used at present during chemistry lessons.

A PURPOSE: - to get opinions formed by students with regard to school textbooks – those used at present during chemistry lessons.

The survey contained 4 open questions requiring in-depth reflection on the subject, and sometimes spontaneous answer based on first impression; 5 semi-open questions and 9 closed questions. It contained ~20 % quantitative questions, and ~80 % qualitative questions.

The survey contained 4 open questions requiring in-depth reflection on the subject, and sometimes spontaneous answer based on first impression; 5 semi-open questions and 9 closed questions. It contained ~20 % quantitative questions, and ~80 % qualitative questions.

CHARACTERISTICS OF RESPONDENTS:

CHARACTERISTIC OF SURVEY:

Results:When buying didactic materials students first of all take into consideration CDs, colourful appendix, additional information, revision/exam questions and illustrations (photographs, drawings) the most (from 15 possible choices).

Conclusion:The suggestion for teachers is to emphasize illustrations as a source of additional knowledge, especially to the male part of a group (according to a study by M. Nodzyńska [8], for teachers and students illustrations have mostly a decorative function).

Results:When buying didactic materials students first of all take into consideration CDs, colourful appendix, additional information, revision/exam questions and illustrations (photographs, drawings) the most (from 15 possible choices).

Conclusion:The suggestion for teachers is to emphasize illustrations as a source of additional knowledge, especially to the male part of a group (according to a study by M. Nodzyńska [8], for teachers and students illustrations have mostly a decorative function).

Results:Students with various levels of learning achievements and various sex prefer different styles of addressing readers.

Results:Students with various levels of learning achievements and various sex prefer different styles of addressing readers.

STUDENTS, OPINION ABOUT CHEMISTRY TEXTBOOKS:

Result:88% of students (boys and girls) who filled in the questionnaire used 2 most popular textbooks out of 27. Conclusion:Therefore, there is no significant diversity in the presently used chemistry textbooks ,and thus there is no such thing as chaos in the publishing market, as it has been suggested in certain publications, that would result from education reform in Poland.

Result:88% of students (boys and girls) who filled in the questionnaire used 2 most popular textbooks out of 27. Conclusion:Therefore, there is no significant diversity in the presently used chemistry textbooks ,and thus there is no such thing as chaos in the publishing market, as it has been suggested in certain publications, that would result from education reform in Poland.

Results:Students do pay any attention to literature, biography and links to websites enclosed in the handbook (from 15 possible choices). Conclusion:If the teacher would like the students to read other books listed in the handbook, to refer to links to websites or the index, he or she should draw students’ attention to the said elements as young learners usually do not consider them important.

Results:Students do pay any attention to literature, biography and links to websites enclosed in the handbook (from 15 possible choices). Conclusion:If the teacher would like the students to read other books listed in the handbook, to refer to links to websites or the index, he or she should draw students’ attention to the said elements as young learners usually do not consider them important.

Results:School books, often as the only source of information, contain descriptions of experiments required in the curriculum. Only appr. 44,7% of students think that those descriptions are very detailed (e), and 48,2% - that they are enough to conduct experiments independently (h). Conclusion: Teachers should prepare additional instructions for experiments to be done independently by students at school or add detailed instruction in words.

Results:School books, often as the only source of information, contain descriptions of experiments required in the curriculum. Only appr. 44,7% of students think that those descriptions are very detailed (e), and 48,2% - that they are enough to conduct experiments independently (h). Conclusion: Teachers should prepare additional instructions for experiments to be done independently by students at school or add detailed instruction in words.

A - impersonal expressionB - expression addressed to readers (on second person plural)C - expression addressed directly (on second person singular) D – author identifying himself/herself with the reader (on first person plural).

1 – almost always understand

2 – often understand

3- sometimes I understand, sometimes I don,t understand

4 – often I don't understand

5 – almost always I don't understand

0 20 40 60 80 100 120

% of respondents

2.0-3.0

2.0-3.0

4.0

4.0

5.0 - 6.0

5.0 - 6.0

boys

girls

boys

girls

boys

girls

structure of sex and school mark versus style of textbook

C

D

B

A

4,45,48,126,229,5

mathPEPolishlanguage

biologychemistry

favourite school subject[% of respondents]

4,45,48,126,229,5

mathPEPolishlanguage

biologychemistry

favourite school subject[% of respondents]

6,429,250,813,618,881,2

> 18181716boysgirls316

structure of age

[% of respondents]

structure of sex

[% of respondents]

total number ofrespondents

6,429,250,813,618,881,2

> 18181716boysgirls316

structure of age

[% of respondents]

structure of sex

[% of respondents]

total number ofrespondents

Results:According to students, opinions all pictures are ‘understandable’(1) or ‘often understandable’(2) for at least 2/3 students. Students find it the most difficult to understand visualization of the formation of chemical bonds and electrolytic dissociation. Conclusion: Students’ opinions that have been gathered must be correlated with research results, e.g. to what extent students understand pictures concerning an ionic bond.

Results:According to students, opinions all pictures are ‘understandable’(1) or ‘often understandable’(2) for at least 2/3 students. Students find it the most difficult to understand visualization of the formation of chemical bonds and electrolytic dissociation. Conclusion: Students’ opinions that have been gathered must be correlated with research results, e.g. to what extent students understand pictures concerning an ionic bond.

Answers suggest that the books used in schools (at least in students’ opinion) are composed in a very traditional way, as if they were still the main source of information. The results of studies suggest that chemistry books in Polish schools do not develop such skills provided by the syllabus as: looking for, arranging and using information from various sources.

Answers suggest that the books used in schools (at least in students’ opinion) are composed in a very traditional way, as if they were still the main source of information. The results of studies suggest that chemistry books in Polish schools do not develop such skills provided by the syllabus as: looking for, arranging and using information from various sources.

0

20

40

60

80

100

% of respondents

a b c d e f g h

descriptions in textbook (I)

absolutely no (5)

no (4)

I don't no (3)

yes (2)

absolutely yes (1)

A –industry and production

B – economy and general economics

C - practical application of chemistry in everyday life

D – hygiene and health prevention

E – medicine and pharmacy

F –environment protection

G - other

Regardless of their sex students suggest, that what they are mainly looking for in a handbook are interesting pieces of information about the application of chemistry in everyday life, medicine and pharmacy.

Regardless of their sex students suggest, that what they are mainly looking for in a handbook are interesting pieces of information about the application of chemistry in everyday life, medicine and pharmacy.

Comparison of students’ opinions about two most popular textbooks proves that a currently used textbook:

Comparison of students’ opinions about two most popular textbooks proves that a currently used textbook:

Answers to one of the questions prove that students are willing to work with a specific handbook because, in their opinion, it enables self-study (=0,05; r = 0,412), develops their interests ( = 0,05; r = 0,489 ) and good habits (=0,05; r = 0,468).

Answers to one of the questions prove that students are willing to work with a specific handbook because, in their opinion, it enables self-study (=0,05; r = 0,412), develops their interests ( = 0,05; r = 0,489 ) and good habits (=0,05; r = 0,468).

explains regularities of phenomena

logically explains the origin of phenomena

shows the cause and effect relations

explains how to look for information interesting for students

teaches how to use source data

I – 81,4% I – 68,2% I – 62,8% I – 28,5% I – 37,2%

II – 67,1% II – 83,2% II – 66,7% II – 16,3% II – 26%

What style of text makes it easier for you to study from a textbook?

structure of students from classes with extended program of subjects [% of respondents]

biology,chemistry

history,Polish language

biology,chemistry,physics

math,physics

biology,physics

bilingual math,geography

56,8 11,4 9,8 3,1 3,1 1,4 1,0

text layou t cor rectn ess an d logicrelevan ce of presen ted in form ationcom plian ce with scien tific fin din gs

S u bstan ce

ph otospictu ressym bolslayou t

G raph ics

style of respon sescr iter ia of gram m aticalcor rectn ess

Lan gu age

A survey encom passed the following aspects:

Skills developed during work with a textbook

descriptions in my textbook

a number of answers

average of answers standard deviation

a - descriptions are clear and undestandable

278 1,92 1,043

g - descriptions are separated from the rest of text

270 2,13 1,308

b-drawings are good enough to image experiment

277 2,17 1,251

d-information about threat to life or health are included in descriptions

276 2,19 1,167

h-descriptions are detailed enough to conduct experiments independently

274 2,55 1,292

e-descriptions are very detailed

269 2,81 1,203

c-I prefer pictures of experiments to drawings of its

275 3,00 1,520

f- experiments which were made during chemistry lessons are not similar pictures in handbook

271 3,33 1,214

Preliminary findings suggested a need of future research. Plans include, among others: -Comparison of results which are characteristic for different level of education / different groups of users (students and teachers),-Comparison of students opinions regarding skills developed by work with textbook with their real achievements. Recommendations for teachers and publishers will be prepared.

Preliminary findings suggested a need of future research. Plans include, among others: -Comparison of results which are characteristic for different level of education / different groups of users (students and teachers),-Comparison of students opinions regarding skills developed by work with textbook with their real achievements. Recommendations for teachers and publishers will be prepared.

0

5

10

15

20

% of answers

colourfulappendix

revisionquestions

additionalinformation

illustrations CDs

the most important features of didactic materials

0

10

20

30

40

50

% of respondents

I II III IV

chemistry textbook

0

20

40

60

80

100

% of respondents

A B C D E F G

interesting details

boys

girlsPictures, drawings (visualizations)in my textbook

a number of answers average of answers

standarddeviation

e) drawings of laboratory glassware and equipment

287 1,62 1,054

c) drawings of chemical structure of substances

286 1,74 0,945

a) visualization of atoms 286 1,88 0,882

b) visualization of electrolytic dissociation

283 2,19 0,979

d) visualization of the formation of chemical bonds

287 2,25 1,032