Volume/Issue :

Article type :

Editorial

Page No :

4-4

Abstract :

Exploring the laws of nature is a fascinating field of study for any child. Unfortunately when growing up, this spontaneous curiosity of the world is replaced by the necessity to memorize many facts, names, and terms which are in many cases abstract or concern the microscopic level that is not seen with the naked eye. Even though it is widely encouraged to reject encyclopaedic study and to focus on problem-solving, in many schools the former model of education is still prevalent. As a result, students are able to discuss a plant taxonomy in detail, but they are not able to recognize trees in the park, they can recite the physical properties of many substances, but they cannot individually forecast whether, in the event of fire, it is better to crawl or jump from chair to chair, they know chemical names of hydrocarbons but cannot see that it is not appropriate to keep milk products in a plastic bottle used for mineral water. It is one of the problems that require constant efforts to be taken by chemistry didactic theoreticians and its practitioners as well.

Keywords :

knowledge integration, didactical materials

References :

n/a

Cite as :

Maciejowska, I. (2007). Together we can do more. Gamtamokslinis ugdymas / Natural Science Education, 4(3), 6-14. https://doi.org/10.48127/gu-nse/07.4.04b