Project Teaching and Chemical Experiment in Pedagogical Practice within Supplementary Pedagogical Study
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| Title: | Project Teaching and Chemical Experiment in Pedagogical Practice within Supplementary Pedagogical Study |
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| Language: | English |
| Authors: | Dagmar Rusková (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Secondary Education High Schools Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Career and Technical Education Teachers, Secondary School Teachers, Teacher Education Programs, Chemistry, Science Experiments, Active Learning, Student Projects, Supplementary Education, High School Students, Science Instruction, Universities |
| Geographic Terms: | Slovakia |
| Abstract: | The main goal of the supplementary pedagogical education at the Slovak University of Technology in Bratislava is the preparation of teachers of vocational technical subjects in secondary schools -- ISCED 3. Teachers of vocational subjects must be prepared in such a way that their professional profile respects, on the one hand, the requirements of educational and industrial policy and the concept of employment in the Slovak Republic. On the other hand, professional profile has to be compatible with the requirements for teacher education within CEDEFOP, the umbrella organization for the education of teachers of vocational subjects within Europe. All elements of the didactic system within the supplementary pedagogical education, their selection or modification, are meaningfully subordinated to this goal. The result of this effort is a teacher with a qualitatively desirable range of competences, where pedagogical practice stands at the top of the competence spectrum. This article deals with the implementation of such pedagogical practice within the supplementary pedagogical education, which created a meaningful bridging of high school and university teaching through project teaching. The teaching practice took place at the Faculty of Chemical and Food Technology of the Slovak University of Technology in Bratislava. However, high school students participated in the solution of a specific project assignment. Worksheets and methodological procedures for teachers were developed for this project. Thus, the project task became not only a strong motivational tool for the implementation of a specific chemical analysis, but the project also had a significant secondary motivational effect. The project motivated high school students to study at university and at the same time to study chemistry, which is one of the least popular subjects due to its difficulty. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678986 |
| Database: | ERIC |
| Abstract: | The main goal of the supplementary pedagogical education at the Slovak University of Technology in Bratislava is the preparation of teachers of vocational technical subjects in secondary schools -- ISCED 3. Teachers of vocational subjects must be prepared in such a way that their professional profile respects, on the one hand, the requirements of educational and industrial policy and the concept of employment in the Slovak Republic. On the other hand, professional profile has to be compatible with the requirements for teacher education within CEDEFOP, the umbrella organization for the education of teachers of vocational subjects within Europe. All elements of the didactic system within the supplementary pedagogical education, their selection or modification, are meaningfully subordinated to this goal. The result of this effort is a teacher with a qualitatively desirable range of competences, where pedagogical practice stands at the top of the competence spectrum. This article deals with the implementation of such pedagogical practice within the supplementary pedagogical education, which created a meaningful bridging of high school and university teaching through project teaching. The teaching practice took place at the Faculty of Chemical and Food Technology of the Slovak University of Technology in Bratislava. However, high school students participated in the solution of a specific project assignment. Worksheets and methodological procedures for teachers were developed for this project. Thus, the project task became not only a strong motivational tool for the implementation of a specific chemical analysis, but the project also had a significant secondary motivational effect. The project motivated high school students to study at university and at the same time to study chemistry, which is one of the least popular subjects due to its difficulty. [For the complete proceedings, see ED678959.] |
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