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2018_07_01_02

Issues > Issue n1 2018 > section1_2018
ANALYSIS OF ORGANIC CHEMISTRY TASKS IN TEXTBOOKS FOR SECONDARY SCHOOLS
 
[ANALYZA ULOH Z ORGANICKEJ CHEMIE V UCEBNICIACH PRE STREDNE SKOLY]
 
Simona Stefankova – Jana Branisa – Zita Jenisova

doi: 10.18355/PG.2018.7.1.2

Abstract
Representing learning tasks of different cognitive difficulty in textbooks greatly affects the level of acquired education. Through the learning task, we verify, or the students actually understand the lesson. It is clear that the tasks in the textbooks serve to develop students' thinking and stimulate their activity. This paper focuses on the analysis of teaching tasks in two textbooks of chemistry for the 2nd grammar school. Learning assignments are analyzed according to quantity, a form of assignment, content orientation and cognitive difficulty according to the original Bloom taxonomy. The analysis of textbooks has shown less representation of the learning tasks of the higher cognitive difficulty of the solution and the lack of non-verbal tasks.

Key words
textbooks, learning tasks, cognitive skills, organic chemistry, Bloom taxonomy

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