Nataša Junež, Gimnazija Bežigrad, Ljubljana
What happens to the lungs skydivers in depth? In mine presentation, I will show the approach of teaching chemistry in context with the aim of relieving curricula. Curricula in Slovenian gymnasiums and elsewhere in the world (Gilbert (2009); Pilot and Bult, (2006)) are overcrowded and unrelated to the concepts; insufficiently connected with problems or. problem solving in everyday life; the lack of relevant content and emphasis on irrelevant issues and objectives. An example of approach to the use of context in the UK, the project “Salters, on the basis of which it would become a chemistry more interesting for pupils and students (Bennett and Lubbe, 2010). Watters (2010) states that the project has proved very successful, as demonstrated rising interest of pupils for teaching chemistry, because chemistry at A-level chosen a larger number of students. In the first year of secondary school I have presented the teaching unit Gas laws with the help of the exe program. With the help of a program I presented various life situations, such as diving, jumping, etc. in depth. The processes that occur in the human body during the aforementioned situations in life – events and connect them with gas laws. In the program I developed tasks by inserting the missing words, animations of gas molecules, that students could get better visualization of the behavior of gases and problem-solving set tasks. Tasks with missing words have the opportunity to feedback and students can immediately test their knowledge. The inserted words turn green if they are correct, and red, if they are not correct. Students also can get shown the correct word or phrase with click on a mouse. Learning Unit Gas laws were introduced to the students in the class using an interactive whiteboard. The increase in interest contributed the short films included in the presentation. Movies are associated with teaching material and were recorded in the home environment or in a pleasant and beautiful environment, for example. in the sea. The increased interest of pupils for chemistry has been shown at the end of the 2nd year of secondary school. Students explained why they were selected chemistry as a selective subject at baccalaureate. Many students said that they enjoyed the lessons because they were not boring.
