| Abstract [eng] |
Chemistry is one of the fundamental fields of science taught in school. Teaching and learning chemistry consists of both theoretical and practical training. During the COVID-19 pandemic, due to quarantine restrictions, the teaching process was moved to remote learning, so educators had to reorganize the organization of teaching. During remote learning, educators had to adapt or change the applied teaching strategies. Active involvement of students in learning is very important for successful distance learning, therefore active, learner-centered teaching strategies are recommended. Remote teaching of chemistry poses a variety of challenges, including the challenge of organizing laboratory work. The novelty and significance of this work: a reasonable and validated theoretical model for the study of teaching strategies applied in distance chemistry lessons was created; a research tool for teaching strategies in distance learning chemistry was validated; empirical facts about the tendencies of application of teaching strategies during distance learning of chemistry in Lithuanian schools have been established. The aim of the research: to determine the teaching strategies applied in distance chemistry teaching. The object of research is teaching strategies applied in distance learning chemistry. Objectives of the study: 1) to substantiate the theoretical model of teaching strategies applied in distance chemistry lessons; 2) to substantiate the research methodology of teaching strategies applied in distance learning chemistry; 3) to determine the applied teaching strategies applied in distance chemistry training and the factors determining them. The master's thesis uses data collection methods: a review of the scientific literature, a partially structured interview. Data analysis methods: qualitative content analysis. The results of the study revealed teaching strategies used in distance chemistry lessons. Teaching chemistry at a distance uses explanatory, associative, questioning, individualistic, predictive, exploratory, and technological teaching strategies. According to the dominant subject, teacher-oriented and, according to the learner's involvement, passive teaching strategies are more often applied. Direct teaching, interactive teaching, and self-directed learning strategies are most commonly used by teaching method. It has been established that the application of training strategies is determined by the factors of distance learning: VLE used for training, synchronous-asynchronous training schedule, peculiarities of distance learning, technological opportunities and challenges; factors of chemistry teaching: curriculum objectives, organization of laboratory work, levels of subject comprehension, symbolic language; pedagogical factors, student factors and other factors. This work consists of: introduction, three parts (theoretical, methodological and empirical research), conclusions, recommendations, bibliography as well as 29 tables, 12 figures and 7 annexes. Total number of pages without annexes – 77. |
