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Experimental work is an important component of science subjects at all educational levels. The implication of green chemistry ideas indicated the need for optimization of traditional experimental work by implementing green chemistry principles to promote sustainable development. The aim of the study is to present findings from a systematic literature review on the use of experimental work in science education from green chemistry perspectives in the literature from 1995 to 2020. Thus, three electronic databases were reviewed following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The literature search identified a total of 1199 papers from Web of Science (N = 419), Scopus (N = 578), and Education Resources Information Center (ERIC) (N = 202). After applying inclusion/exclusion criteria, 263 papers were obtained and then analyzed in further detail. The findings highlighted trends in the integration of green chemistry principles into experimental work from primary to tertiary education levels and identified a literature gap, as well as the challenges and the possibilities for future development. The review outlined various opportunities for active learning within experimental work from green chemistry perspectives using a range of methods, with a particular focus on practical, hands-on, and laboratory activities.

Monografija Snovalsko razmišljanje za spodbujanje veščin 21. stoletja obravnava snovalsko razmišljanje kot inovativen izobraževalni pristop za implementacijo od vrtca do fakultetnega tehniškega študija. Snovalsko razmišljanje je usmerjeno na aktualne potrebe, želje in na probleme človeka v njegovem naravnem, gospodarskem in socialnem okolju. Kot ključni element v procesu snovanja je izpostavljena ustvarjalnost, ki nastopa v vseh fazah snovalskega razmišljanja ter skupaj z racionalnostjo in empatijo pri oblikovanju uporabniške izkušnje določa učinke testiranja za kasnejšo komunikacijo rešitve. Monografija bralca seznanja z novejšimi raziskovalnimi spoznanji, ki imajo pomembno aplikativno vrednost za pedagoško delo. V šestih poglavjih avtorji prepletajo različna raziskovalna spoznanja z lastnimi empiričnimi in eksperimentalnimi ugotovitvami ter na njihovi osnovi preverjajo smiselnost uvedbe snovalskega razmišljanja k pouku za razvijanje veščin 21. stoletja kot so kritično mišljenje, ustvarjalnost in inovativnost, sodelovanje, različne pismenosti, vodstvene sposobnosti, socialne veščine in komunikacijske zmožnosti. Poučevanje s pristopom snovalskega razmišljanja prinaša inovativne, funkcionalne in uporabnejše rezultate ter pomaga razvijati inženirski pogled na svet okrog sebe. Monografija prinaša objektivnejši vpogled v proces inovativnega učenja in daje pomembne smernice za izdelavo novih didaktičnih modelov učinkovitega aktivnega pouka za razvijanje veščin 21 stoletja.

Covering a brads spectrum of different topics in educational research this scientific monograph will contribute to the growing body of research in this field and hopefully gives the readers relevant aspects in designing their own research or implementing the research findings into teaching practice at all level of education.

V zadnjih treh desetletjih se je kemijsko izobraževanje v Sloveniji razvijalo predvsem v dveh raziskovalnih skupinah, ena na Univerzi v Ljubljani in druga na Univerzi v Mariboru. Namen te raziskave je na osnovi analize podatkov v bibliografskih bazah ugotoviti področja raziskovanja v kemijskem izobraževanju, objavljena med letoma 1991 in 2019. Od skupno 273 identificiranih raziskovalnih prispevkov s področja kemijskega izobraževanja, objavljenih v uglednih mednarodnih in slovenskih revijah in monografijah, je analiza razkrila štiri glavna raziskovalna področja: 1) submikroreprezentacije, modeli in animacije 2) izobraževanje učiteljev kemije 3) eksperimentalno delo 4) razumevanje osnovnih kemijskih pojmov. Za nadaljnjo analizo so bili uporabljeni samo članki, objavljeni v angleškem jeziku v uglednih mednarodnih revijah (N = 41). Glede na citate, spremljane v Web of Science ali Scopus, se zdi, da prispevki, objavljeni na prvem področju, najbolj vplivajo na mednarodno raziskovalno skupnost. Prispevki, objavljeni v monografijah, objavljenih predvsem v slovenskem jeziku, pa prispevajo k premostitvi vrzeli med raziskovanjem v kemijskem izobraževanju in poukom kemije, vendar so za dosego tega cilja v prihodnosti potrebni nadaljnji ukrepi. During the last three decades, chemical education in Slovenia has developed mainly in two chemistry education research groups, one located at the University of Ljubljana and the other at the University of Maribor. The present study aims to identify research papers in the field of chemical education published between 1991 and 2019 through a database survey. From a total of 273 identified research papers in the field of chemical education, an analysis of the papers published in respected international and Slovenian journals and monographs revealed four main research fields: (1) Submicrorepresentations, Models and Animations, (2) Chemistry Teacher Education, (3) Experimental Work, and (4) Conceptions of Basic Chemical Concepts. For further analysis, only papers published in English in respected peer-reviewed international journals were used (N = 41). Based on citations in Web of Science or Scopus, it seems that papers published in the first field have the greatest impact on the international research community. Some research monographs published in Slovenian aim specifically at contributing to bridging the gap between chemical education research and classroom practice, but further actions are necessary to achieve this goal in the future.

Pri razvoju učnih načrtov s področja naravoslovnih predmetov je zaradi pomena naravoslovja za trajnostni gospodarski in družbeni razvoj smiselno izhajati iz konsenza med ključnimi deležniki, pri čemer je potrebno upoštevati relevantnost učenja naravoslovja. Slednja je v prispevku osvetljena z vidika različnih avtorjev, podrobneje pa je razdelan model relevantnosti učenja kemije. Glavni namen prispevka je preučiti percepcijo relevantnosti sodelovanja med »šolami-univerzo-podjetji« z vidika ključnih deležnikov kot izhodišča za nadaljnje skupne aktivnosti na področju načrtovanja pouka kemije v slovenskih šolah. Vzorec raziskave predstavlja 32 učiteljev kemije iz slovenskih osnovnih in srednjih šol, 33 študentov - bodočih učiteljev kemije - v osnovnih in srednjih šolah ter 3 predstavniki podjetij, ki so bili udeleženci sodelovanja med »šolami-univerzo-podjetji«, ki je potekalo v študijskem letu 2016/17 v okviru izvajanja dveh študijskih programov izobraževanja bodočih učiteljev kemije na Univerzi v Ljubljani. V raziskavi je bil za pridobitev mnenja posameznih deležnikov uporabljen vprašalnik. Rezultati kažejo, da se vsi trije ključni deležniki zavedajo pomena sodelovanja med »šolami-univerzo-podjetji« ter prepoznavajo njegovo dodano vrednost z vidika posameznih deležnikov. Za uporabo rezultatov v izobraževalne namene je bistveno izpostaviti ugotovitve deležnikov, da se ob sodelovanju med »šolami-univerzo-podjetji« učenci seznanijo s pomenom znanja kemije v družbi, omogočeno je usmerjanje učencev v izbiro poklicev povezanih s področjem kemije, vsi udeleženi pridobijo dodatne specifične izkušnje oz. znanja kemije, ter da lahko na takšen način dolgoročno šole in podjetja pridobijo kvalitetni bodoči kader. In the development of curricula in the field of natural science, it is sensible to start-off from the consensus among key stakeholders, taking into account the relevance of science teaching for the sustainability, economics and social development. The relevance of science teaching is elaborated from the perspective of various authors, in more detailed the model of the relevance of learning chemistry is presented. The main purpose of this paper is to examine the perception of the relevance of cooperation between "schools-university-companies" from the point of view of key stakeholders as the starting point for further joint activities in chemistry education at Slovenian schools. The sample consists of 32 chemistry teachers from Slovene primary and secondary schools, 33 students - future chemistry teachers - in elementary and secondary schools, and 3 representatives of companies who participated in the cooperation between "schools-university-companies" which took place during the academic year 2016/17 in the framework of the implementation of two study programs of education of future chemistry teachers at the University of Ljubljana. In the survey, a questionnaire was used to obtain the opinion of the key stakeholders. The results indicate that all three key stakeholders are aware of the importance of cooperation between "schools-university-enterprises" and recognize the added value from the perspective of individual stakeholders. In particular, they emphasized that it is important for students to acquaint themselves with the role of chemistry knowledge in society, it is valuable to inform students about the possible choices of professions related to the field of chemistry, all participants gain additional specific experience or knowledge of chemistry, and that in such a way in long-term schools and companies can acquire quality future staff.

Nizka motivacija za učenje kemije še vedno predstavlja izziv na področju kemijskega izobraževanja. Pogost razlog zanjo je, da učenci ne vidijo povezav med vsebino kemijskega izobraževanja in njihovim osebnim življenjem ter družbo. Možnost za preseganje te problematike in doseganje relevantnosti kemijskega izobraževanja za učence v vseh treh dimenzijah relevantnosti (dimenziji subjekta, družbeni in poklicni dimenziji) predstavlja kemijsko izobraževanje, ki temelji na sodelovanju med »šolami-univerzo-podjetji«. Z namenom spodbuditve sodelovanja med »šolami-univerzo-podjetji« v slovenskem prostoru je bilo v študijskem letu 2016/17 v okviru izvajanja dveh študijskih programov izobraževanja bodočih učiteljev kemije na Univerzi v Ljubljani takšno sodelovanje izvedeno. Glavni namen prispevka je preučiti povezavo te izkušnje s percepcijo bodočih učiteljev kemije o relevantnosti sodelovanja med »šolami-univerzo-podjetji«. Vzorec raziskave predstavlja 33 študentov, bodočih učiteljev kemije v osnovnih in srednjih šolah, ki so bili udeleženci omenjenega sodelovanja. V raziskavi je bil za pridobitev informacij glede percepcije bodočih učiteljev kemije o relevantnosti sodelovanja pred in po izkušnji sodelovanja uporabljen vprašalnik. Na podlagi pridobljenih rezultatov je bilo ugotovljeno, da je izkušnja sodelovanja med »šolami-univerzo-podjetji« pri bodočih učiteljih kemije povezana z večjim deležem odgovorov, ki se nanašajo na percepcijo relevantnosti sodelovanja iz vidika različnih dimenzij relevantnosti kemijskega izobraževanja - dimenzije subjekta (šol, bodočih učiteljev, univerze, podjetij), poklicne dimenzije in družbene dimenzije. Pri tem je posebej izpostavljena kognitivna domena, in sicer usvajanje znanj in izkušenj učencev ter bodočih učiteljev kemije, med učitelji kemije, bodočimi učitelji kemije in univerzo pa proces izmenjave novih znanj in izkušenj v nasprotju z zgolj enostranskim prenosom med različnimi deležniki. Low motivation for chemistry learning still represents a challenge in the field of chemistry education. A frequently mentioned reason is that students do not see the connections between the content of the chemistry education and their personal life and society. Applying chemistry education based on industry collaboration to teaching practice represents the possibility to overcome this issue and to enhance and contributing to all three dimensions of the relevance of chemistry education (an individual, a societal and a vocational dimension). In order to encourage the "schools-university-industry" cooperation in Slovenia, this kind of collaboration took place during the academic year 2016/17 in the framework of the implementation of two study programs of education of future chemistry teachers at the University of Ljubljana. The main purpose of this paper is to examine the connection between this experience and the perception of the relevance of "schools-university-industry" cooperation from the point of view of future chemistry teachers. The sample consists of 33 students, future chemistry teachers in elementary and secondary schools, who participated in the mentioned "schools-university-industry" cooperation. In the survey, a questionnaire was used to obtain the information regarding the perception of future chemistry teachers about the relevance of collaboration before and after the experience of the cooperation. The results indicate that the experience of "schools-university-industry" collaboration is connected with the higher proportion of students’ responses related to their perceptions of the relevance of the collaboration from the aspects of different dimensions of the relevance of chemistry education - an individual, a societal and a vocational dimension. The cognitive domain is particularly exposed, namely as the acquisition of knowledge and experiences of students and future chemistry teachers or as the process of exchanging knowledge and experiences between teachers, future teachers and university, in contrast to one-sided transmission between different stakeholders.

Učbenik Naravoslovje v forenziki in športu – teoretične osnove in navodila za laboratorijske vaje je namenjen študentom različnih smeri izobraževanja, ki jih zanima naravoslovje v povezavi s forenziko in športom. Laboratorijske vaje obravnavajo in vsebinsko dopolnjujejo posamezne učne sklope, obravnavane na predavanjih. Poleg navodil za izvedbo laboratorijskih vaj so podane teoretične osnove, ki so potrebne za razumevanje izvedbe in ugotovitev pri poskusu, zato je za pripravo na posamezno vajo pomembno, da jih natančno preberete in ob pomoči vodje vaje še pred izvedbo vaje odpravite morebitno nerazumevanje.

Učbenik z naslovom Poskusi iz organske kemije za bodoče učitelje kemije je namenjen študentom Univerze v Ljubljani Pedagoške fakultete, ki so vpisani v študijski programa 1. stopnje, dvopredmetni učitelj, smeri kemija, v podporo pri izvedbi laboratorijskih vaj pri predmetu Eksperimentalno delo II. Vaje obravnavajo in vsebinsko dopolnjujejo učne vsebine, obravnavane na predavanjih.

Znanstvena monografija z naslovom »Učitelj raziskovalec na področju poučevanja kemijskih vsebin« je obsežno in pregledno delo raziskav, ki so nastale na Oddelku za biologijo, kemijo in gospodinjstvo Pedagoške fakultete Univerze v Ljubljani ter na Pedagoški fakulteti Univerze v Mariboru. Poglavja v monografiji so nastala s sodelovanjem študentov dodiplomskega in podiplomskega študija in njihovih mentorjev. Znanstveni prispevki različnih avtorjev tako kažejo širok spekter raziskovalne dejavnosti, tako na področju poučevanja kemije, kot tudi naravoslovja v širšem pomenu besede. Vsi prispevki poskušajo podati rezultate raziskav na področju poučevanja in smernice implementacije teh rezultatov v izobraževalni proces. Znanstvena monografija je, z osmimi izvirnimi znanstvenimi, namenjena v prvi vrsti učiteljem naravoslovnih predmetov na vsej stopnjah izobraževanja, od osnovne šole do univerze, saj vsaj prispevek nakaže smernice uporabe izsledkov v izobraževalnem procesu. Namenjena je tudi študentom pedagoških smeri, saj bodo v njej našli številne uporabne informacije s področja naravoslovnih didaktik in metodologije pedagoškega raziskovanja. Nenazadnje je monografija namenjena tudi učiteljem raziskovalcem, saj podaja številne uporabne informacije o izvedbi raziskave pedagoške prakse in odpira številne raziskovalne probleme, ki jih lahko učitelj poskuša rešiti skozi lastno raziskovalno delo.

The most importanr result of the long-term project entitled Computer literacy is that the majority of Slovenian primary and secondary schools are now equiped with multimedia computers and with LCD projectors. However, these computerised classroms should not be used only for teaching computer science and informatics; they should also serve for teaching and learning other subjects e.g. chemistry, physics, languages, etc. Internet offers chemistry teachers previously unavailable possibilities for bridging the gap between concrete and abstract chemical concepts and processes. research on the spatialability of students and the quality of knowledge show that well developed spatial abilities enable better results whwn solving complex chemical problems, espacialy when dealing with 2-D representation of 3-D chemical structures. In this article we discuss how chemistry teachers can usespecialized Internet websites for visualising chemical structures and processes on the macro- and microscopic level, and correlate properties of molecules with their structure. We also present results which demonstrate the effects of different visualisation elements on the quality of chemical knowledge.

Izvajanje pouka v šolah pogosto poteka na tradicionalen način s frontalnim poučevanjem in predavateljem v središču pozornosti, kljub temu da je za kakovostno usvajanje znanja, spretnosti in veščin bistveno zagotoviti okolje, v katerem so v središču aktivni učenci. Informacijsko-komunikacijska tehnologija omogoča preoblikovanje učnega procesa, ena od takšnih možnosti je uporaba poddaj. Raziskave kažejo, da slednje omogočajo dobro alternativo tradicionalnemu načinu učenja in poučevanja kemije, vendar ga samo z uporabo poddaj ne more v celoti nadomestiti. Pri pouku kemije predstavlja uporaba poddaj inovativen pristop, ki pa od avtorja učnih enot zahteva več priprav in poglobljeno delo, predvsem pri poučevanju slovensko govorečih učencev, saj je količina slovenskih poddaj omejena. Ker na slovenskem prostoru še ni bilo narejene raziskave s področja uporabe poddaj pri pouku kemije, je namen tega magistrskega dela ovrednotiti uporabno vrednost poddaj pri pouku kemije. Z uporabo svetovnega spleta in člankov sem pregledal področje uporabe poddaj pri pouku kemije. Z vprašalnikom sem preveril, kaj o uporabi in o ustvarjanju lastnih poddaj za učenje kemije menijo dijakinje in dijaki, z intervjuvanjem izbranih srednješolskih učiteljic pa sem spoznal, na kakšen način se poddaje morda že uporabljajo pri pouku kemije v Sloveniji ter kakšne prednosti in omejitve glede njihove uporabe prepoznavajo učitelji kemije. Ugotovil sem, da srednješolci podpirajo uporabo poddaj, zlasti video različic, za učenje kemije, a prednost dajejo tradicionalnim oblikam učenja. Za ustvarjanje lastnih poddaj ne kažejo velikega interesa, se pa učiteljicam ta aktivnost zdi zelo poučna. Pravijo, da pri svojem delu poddaj ne uporabljajo pogosto, raje se poslužujejo drugih aktivnosti. Največjo oviro vidijo v časovni stiski s sledenjem učnim ciljem po učnem načrtu. Magistrsko delo utira pot novim spoznanjem o uporabi poddaj na področju raziskovanja v kemijskem izobraževanju in predstavlja velik doprinos pedagogiki kemije. Education in schools often takes place in the traditional way, with frontal, teacher-centred instruction, even though it is essential for best acquisition of knowledge, skills and abilities to provide a student-centred environment. Information and communications technology enables transformation of the learning process. One of such possibilities is the use of podcasts. Research shows that podcasts provide a good alternative to the traditional way of learning and teaching chemistry, but it cannot be completely replaced by using podcasts alone. The use of podcasts in chemistry is an innovative approach, which requires more preparation and in-depth work from the teacher, especially in the teaching of Slovene-speaking students, as the number of Slovene podcasts is limited. As no research has yet been done in Slovenia in the field of the use of podcasts in chemistry lessons, the purpose of this master's thesis is to evaluate the usefulness of podcasts in chemistry lessons. Using the World Wide Web and research articles, I reviewed the field of application of podcasts in chemistry lessons. With the questionnaire I investigated what students think about the use and creation of their own podcasts for learning chemistry, and by interviewing selected high school teachers I found out how podcasts may already be used in chemistry lessons in Slovenia and what advantages and limitations of their applications are recognized by chemistry teachers. I have found that high school students support the use of podcasts, especially video versions, for learning chemistry, but they prefer traditional forms of learning. They do not show much interest in creating their own podcasts, but the teachers find this activity very instructive. Teachers report that they do not use podcasts often in their work. They prefer to use other activities and see the biggest obstacle in time constraints by following the learning goals according to the curriculum. The master's thesis paves the way for new insights into the use of podcasts in the field of research in chemical education and represents a major contribution to the pedagogy of chemistry.

Baze podatkov imajo pomembno vlogo pri poučevanju in učenju kemije zaradi potrebe po opolnomočenju učencev z znanjem, potrebnim za iskanje želenih informacij ter kritično ovrednotenje in smiselno ciljno uporabo le-teh, kar je ključno v dobi, ki jo zaznamuje vse hitrejše naraščanje števila informacij na področju naravoslovja. Veliko kemijskih baz podatkov je prosto dostopnih na spletu, kar je pomembno za raziskovalce pa tudi učitelje na vseh ravneh izobraževanja, saj le-te omogočajo dostop do informacij neodvisno od prostora in časa ob uporabi za uporabnika enostavnih, a učinkovitih iskalnih strategij. V teoretičnem delu magistrske naloge je v povezavi s področjem uporabe informacijsko-komunikacijske tehnologije (IKT) predstavljen Evropski okvir digitalnih kompetenc za učitelje DigCompEdu 2.1. Predstavljen je model TPACK, ki je lahko v pomoč pri načrtovanju, vrednotenju in evalvaciji uporabe tehnologije pri poučevanju in učenju. V nadaljevanju je pozornost namenjena uporabi IKT pri pouku kemije. Na kratko so predstavljeni načini vključevanja IKT v pouk kemije s poudarkom na bazah podatkov. Predstavljen je pomen uporabe kemijskih baz podatkov pri pouku kemije z vidika učnega načrta za kemijo v osnovni šoli. V empiričnem delu so bili izvedeni polstrukturirani intervjuji z učitelji z namenom ugotoviti, pri katerih vsebinskih sklopih učnega načrta za kemijo učitelji najpogosteje vključujejo delo z bazami podatkov, s kakšnimi izzivi in priložnostmi se pri tem srečujejo in kateri so po njihovem mnenju tisti dejavniki, ki vplivajo na kakovostno uporabo baz podatkov pri pouku kemije. Na osnovi pridobljenih rezultatov je bilo razvito in izvedeno Usposabljanje o uporabi baz podatkov pri pouku kemije za učitelje kemije v osnovni šoli v obliki množičnega odprtega spletnega tečaja (MOST-a). Po usposabljanju so bili izvedeni polstrukturirani intervjuji z učitelji kemije z namenom pridobiti povratne informacije in ugotoviti, v kolikšni meri je usposabljanje pripomoglo k razširitvi in nadgraditvi njihovega znanja o bazah podatkov, možnostih njihove uporabe pri pouku kemije in preseganju težav, identificiranih v intervjujih pred usposabljanjem. Rezultati so pokazali, da je usposabljanje pri učiteljih spodbudilo razmislek o uporabi baz podatkov pri različnih vsebinskih sklopih učnega načrta za kemijo v osnovni šoli. Kljub temu da se pri uporabi baz podatkov učitelji srečujejo z različnimi izzivi, hkrati tudi najdejo rešitve, kako se z njimi soočiti. Tako pred kot po usposabljanju so učitelji prepoznali dodano vrednost, ki jo lahko ima ustrezna uporaba baz podatkov pri pouku kemije. Kot najpomembnejši dejavnik pri kakovostni uporabi baz podatkov so navedli znanje učitelja. Databases have an important part in teaching and learning chemistry because of the need to empower students with knowledge needed to search and retrieve information, to develop critical thinking, which is crucial in the age of increasing amount of information in the field of science. Many chemical databases with an open access are invaluable for both researchers and chemical educators at all levels in terms of ease of use, the extent of information and overcoming time and place barriers. In the theoretical part of the master’s thesis in the field of information and communications technology (ICT) use we present the European Digital Competence Framework for Educators DigCompEdu 2.1. TPACK model is also presented as it can help to plan, assess and evaluate the use of technology in teaching and learning. In the following research there is a focus on the use of ICT in chemistry lessons, briefly presenting ways of incorporating ICT into chemistry lessons and the importance of the use of chemical databases in the teaching of chemistry from the perspective of the Curriculum for Chemistry in Primary School. Based on a qualitative research we carried out semi-structured interviews with the chemistry teachers in primary school. Our purpose was to find out in which curriculum content teachers are most likely to use chemical databases, what are the challenges and opportunities they face regarding database use in class and what are the factors that influence the quality of a database use in teaching and learning chemistry. Based on the results we developed a massive open online course (MOOC) on the use of databases in teaching and learning chemistry for teachers in primary school. After the course we once again carried out semi-structured interviews with chemistry teachers to find out the extent to which the course has helped to broaden and upgrade their knowledge of databases, to think about the potential of their use in teaching and learning chemistry, and to surpass the identified problems in interviews prior to the online course. The results of our research showed that online course encouraged teachers to think about the use of databases in different content sets of the curriculum for chemistry in primary school. Although there are some challenges teachers have to face with the use of databases, they can also recognize the solutions to these challenges and know how to tackle them. Teachers have also recognized the important added value in the use of chemistry databases in the beginning of the course as well as in the end. Teachers' knowledge was thus the most important factor in the guality use of databases.

V učnem načrtu za kemijo je eksperimentalno delo definirano kot osrednja metoda za usvajanje znanja kemije, pri čemer je poudarek na samostojnem eksperimentalnem delu učencev. V teoretičnem delu magistrskega dela je bila preučena literatura na področju eksperimentalnega dela v makro in mikro izvedbi pri nas in v tujini. Eksperimentalno delo v makro izvedbi se nanaša na raziskovanje, preverjanje pojavov, zakonitosti v natanko določenih in ponovljivih okoliščinah za izvedbo se uporablja uveljavljene tehnike, postopke, laboratorijsko opremo in reagente, ki omogočajo doseganje učnih ciljev učnega načrta. Eksperimentalno delo v mikro izvedbi se nanaša na raziskovanje in preverjanje pojavov, zakonitosti v natanko določenih in ponovljivih okoliščinah, za izvedbo česar se uporabi majhne količine (merljive v mg in mL) reagentov ter posebno prilagojeno laboratorijsko opremo na način, ki omogoča doseganje učnih ciljev učnega načrta. V magistrskem delu je bila preučevana primerjava makro in mikro izvedbe eksperimentalnega dela v šolskem laboratoriju za doseganje izbranih učnih ciljev učnega načrta. Glavni namen magistrskega dela sta izvedba in ovrednotenje samostojnega eksperimentalnega dela učencev v makro izvedbi v primerjavi z mikro izvedbo z vidika razvijanja eksperimentalnih spretnosti in veščin učencev ter znanja kemije. V empiričnem delu magistrskega dela je bila izvedena raziskava na priložnostnem vzorcu osnovnih šol, pri čemer je bilo vključenih 200 učencev iz 14 osnovnih šol. Učenci so bili razdeljeni v kontrolno in eksperimentalno skupino na osnovi njihove uspešnosti na predpreizkusu znanja kemije. Preizkus znanja za ugotavljanje razlik v znanju učencev med kontrolno in eksperimentalno skupino so učenci reševali neposredno po izvedbi pouka ob uporabi eksperimentalnega dela v mikro izvedbi (eksperimentalna skupina) in eksperimentalnega dela v makro izvedbi (kontrolna skupina). Ponovljeni preizkus znanja so učenci reševali štiri tedne po izvedeni intervenciji na šoli. Učenci so poleg tega ovrednotili posamezni izvedbi z vidika rokovanja z laboratorijsko opremo, opazovanja, zapisovanja rezultatov, merjenja količin idr. eksperimentalnega dela v makro in mikro izvedbi s samoevalvacijskim vprašalnikom o izvedbi samostojnega eksperimentalnega dela. Rezultati izvedene raziskave so pokazali, da so učenci eksperimentalne skupine statistično pomembno uspešneje reševali preizkus in ponovljeni preizkus znanja v primerjavi z učenci kontrolne skupine. Rezultati vprašalnika o izvedbi učne ure niso pokazali razlik v uspešnosti usvajanja laboratorijskih spretnosti med učenci kontrolne in eksperimentalne skupine. Tako lahko sklepamo, da je z vidika kakovosti in trajnosti znanja izvedba eksperimentalnega dela v mikro merilu enakovreden pristop za učenje in poučevanje kemije v primerjavi z eksperimentalnim delom v makro izvedbi. In the curriculum for chemistry, the experimental work is defined as the central method for assimilation of the knowledge of chemistry where the emphasis is on independent experimental work of the students. In the theoretical part of the master’s thesis, the literature was studied in the field of experimental work in macro and micro performance in Slovenia and abroad. Experimental work in macro performance is related to research, checking of the phenomena, and scientific laws in exactly determined and repeatable circumstances. Established techniques, procedures, laboratory equipment, and reagents that enable achieving the teaching goals of the curriculum are used for the performance. Experimental work in micro performance is related to research, checking of the phenomena, and scientific laws in exactly determined and repeatable circumstances, for the performance of which small quantities (measurable in mg and mL) of reagents are used, as well as specially adapted laboratory equipment in a way that enables achieving the teaching goals of the curriculum. In the master’s thesis, the comparison of macro and micro performance of the experimental part in the school laboratory for achieving the selected teaching goals of the curriculum was studied. The main purpose of the master’s thesis was the performance and evaluation of the independent experimental work of the students in the macro performance in comparison to the micro performance from the perspective of developing experimental skills of the students and the knowledge of chemistry. In the empirical part of the master’s thesis, research was performed on an occasional sample of elementary schools where 200 students from 14 elementary schools were included. The students were divided into a control and experimental group on the basis of their success on the pretest of the chemistry knowledge. The pretest to ascertain the differences in the knowledge of the students between the control and experimental groups was taken by the students directly after the performance of the lesson within which the performance of experimental work in the micro performance (experimental group) and experimental work in the macro performance (control group) were used. The students took the repeated test of knowledge four weeks after the performed intervention at school. In addition, the students evaluated individual performances from the perspective of handling the laboratory equipment, observation, writing down the results, measuring quantities, etc. of the experimental work in macro and micro performance with a self-evaluation questionnaire on the performance of independent experimental work. The results of the performed research showed that the students of the experimental group took the test and repeated the test of knowledge more successfully statistically significantly in comparison to the students of the control group. The results of the questionnaire on the performance of the school lesson did not show any differences in the success of the assimilation of the laboratory skills among the students of the control and experimental groups. Thus, we can conclude that from the perspective of quality and durability of the knowledge, the performance of the experimental work in the micro performance is an equal approach for learning and teaching chemistry in comparison to experimental work in the macro performance.

V teoretičnem delu diplomskega dela je izdelan pregled izbrane literature, pri čemer sta najprej na splošno opredeljeni bolečina in delitev zdravil glede na njihov namen uporabe. Opredeljena je acetilsalicilna kislina oziroma zdravilo Aspirin, vse od zgodovine odkrivanja pa do sinteze današnje oblike. Pregledana je bila literatura s področja sodobnih pristopov pri poučevanju kemije. Poseben poudarek je namenjen eksperimentalnemu delu in laboratorijskim tehnikam, ki so ključnega pomena za razumevanje pripravljenih učnih gradiv v nadaljevanju. Opredeljena je trojna narava kemijskih pojmov in z njo povezana abstraktnost kemije, informacijsko-komunikacijske tehnologije in kontekst življenjskih situacij. Praktični del diplomskega dela obsega analizo uporabe mobilne aplikacije Register zdravil in tabelarični pregled zdravil, ki vsebujejo zdravilno učinkovino acetilsalicilno kislino, ter opis njihovih indikacij. Skozi vertikalo osnovnošolskega izobraževanja je bila analizirana učna vsebina o zdravju, zdravilih, medicini in karboksilnimi kislinami. Pri izdelanem učnem gradivu petih možnih eksperimentov je predstavljena možnost za povezavo s kontekstom življenjskih situacij, ki je primerna za učence devetega razreda osnovne šole. V podporo učiteljem so razvita navodila za učitelja in učence na temo aspirina oziroma acetilsalicilne kisline v vsakdanjem življenju, ki jih lahko vključijo v poučevanje vsebinskega sklopa Kisikove družine organskih spojin v učnem načrtu za kemijo v osnovni šoli. The theoretical part of the diploma thesis provides an overview of the selected literature, where the pain and division of medicines according to their intended use is defined. Acetylsalicylic acid, or Aspirin, has been defined, from the history of detection to the synthesis of its present form. The literature on contemporary approaches to teaching chemistry has been reviewed. Particular emphasis is placed on experimental work and laboratory techniques, which are crucial for understanding the prepared study material below. The threefold nature of chemical concepts is defined as well as the related abstraction of chemistry, information and communication technology and the context of life situations. The practical part of the diploma thesis consists of an analysis of the use of the mobile application Register zdravil (Register of Medicinal products) and a tabular overview of medicines containing the active substance acetylsalicylic acid and a description of their indications. After rewieving the primary education system, teaching contents on health, medicines, medicine and carboxylic acids were analyzed. The teaching material of the five possible experiments provides an opportunity to relate to the context of life situations that is appropriate for students in the ninth grade of primary school. In support of teachers, instructions have been developed for teachers and students on the topic of aspirin or acetylsalicylic acid in everyday lives which can be included in the teaching of the Oxygen containing organic compounds in the elementary school chemistry curriculum.

Learning and teaching chemistry is based on the acquisition of knowledge and skills through a cognitive perception processes, scientific communication, and reasoning. A chemical experiment comprises all of the mentioned cognitive processes. Therefore, as a part of experiential learning, it constitutes a fundamental class activity which can be carried out in a virtual world. Many research findings have supported hypotheses that the virtual laboratory use improves students’ achievements and develops students’ positive attitudes towards chemistry. The aim of this research was to examine students’ perceptions of the virtual laboratory following its use in the chemistry class. The research was conducted on a convenient sample of third-grade high-school students. The data were collected with a questionnaire which comprised certain aspects of students’ perception – class more interesting, understanding and mastering subject matter, classroom atmosphere, class participation and motivation to learn. The results showed that the students found chemistry class to be more interesting with the virtual laboratory use, and that they felt that in such a relaxing working environment they participated more in the class and mastered the subject matter more easily.

V današnji informacijski družbi ima informacijsko-komunikacijska tehnologija pomembno vlogo na vseh področjih človekovih dejavnosti. V diplomski nalogi sem želela izpostaviti vidike uporabe informacijsko-komunikacijske tehnologije pri učenju in poučevanju kemijskih vsebin. Informacijsko-komunikacijsko tehnologijo lahko vključimo v poučevanje in učenje različnih kemijskih vsebin, v diplomski nalogi je poseben poudarek na njeni uporabi pri eksperimentalnem delu. Ob didaktični uporabi informacijsko-komunikacijske tehnologije lahko le-ta pripomore k boljšemu razumevanju učnih vsebin. V diplomskem delu sem želela razviti in primerjati eksperimentalne vaje za uporabo pri pouku kemije v osnovni šoli- vsako v dveh izvedbah( z uporabo informacijsko-komunikacijske tehnologije in brez uporabe informacijsko-komunikacijske tehnologije). Pri izvedbi eksperimentalnih vaj z uporabo informacijsko-komunikacijske tehnologije sem uporabila Vernier senzorje za temperaturo, pH in tlak. Za omenjene eksperimentalne vaje v dveh izvedbah sem izdelala učne priprave ter pripadajoče delovne liste. Po mojem mnenju je za primere v diplomski nalogi razvitih eksperimentalnih vaj veliko lažji in učinkovitejši način zbiranja podatkov s pomočjo Vernier senzorjev, ena izmed eksperimentalnih vaj, pa brez uporabe informacijsko-komunikacijske tehnologije sploh ni izvedljiva pri pouku kemije. V prihodnje bi bilo potrebno v diplomski nalogi razvite eksperimentalne vaje preizkusiti in tudi evalvirati z učenci. In today's information society, information and communication technology plays an important role in all areas of human activities. In my graduation thesis, I wanted to highlight aspects of the use of information and communication technology in the teaching and learning of chemical content. Information and communication technology can be involved in the teaching and learning of various chemical contents, and in the diploma thesis is a special emphasis on its use in experimental work. In the case of a didactic use of information communication technology, it can help to better understand the learning content. In the diploma thesis I wanted to develop and compare experimental exercises for use in chemistry in elementary school - each in two versions (using information communication technology and without the use of information and communication technology). In carrying out experimental exercises using information-communication technology, I used Vernier sensors for temperature, pH and pressure. For these experimental exercises in two versions, I have developed teaching methods and the adhesive worksheets. In my opinion, for example, in the thesis of the developed experimental exercises, is a much easier and more efficient way of collecting data with Vernier sensors, and one of the experimental exercises, without the use of information-communication technology is not even practicable in chemistry lessons. In the future, in the diploma thesis, experimental exercises should be tested and evaluated with pupils.

Učni načrt za kemijo v osnovni šoli vključuje uporabo eksperimentalnega dela za doseganje standardov znanja, vezanih na učne cilje. Učni načrt prav tako predvideva učno diferenciacijo in individualizacijo v fazah načrtovanja in izvedbe pouka ter tudi pri preverjanju in ocenjevanju znanja (Bačnik idr., 2011). V slovenskem prostoru je primanjkljaj raziskav na področju učne diferenciacije in individualizacije kemijskega eksperimentalnega dela v šolski praksi, zato je ta tema obravnavana v magistrski nalogi. V teoretičnem delu magistrskega dela je predstavljena literatura na temo eksperimentalnega dela pri pouku kemije ter učne diferenciacije in individualizacije. V empiričnem delu magistrskega dela je razvita metodologija za učiteljevo spremljanje napredka učencev med kemijskim eksperimentalnim delom, upoštevajoč učno diferenciacijo in individualizacijo (UDKED). V raziskavo je bilo vključenih 45 učencev osmega razreda. Na osnovi uporabe vprašalnikov UDKED na celotnem vzorcu 45 učencev s strani dveh učiteljev, ki vsaj 6 mesecev strnjeno poučujeta učence pri predmetih, ki temeljijo na eksperimentalnem delu učencev in njihovih analizah, so bile sestavljene skupine učencev za učno diferenciacijo in individualizacijo. Učna enota s področja kemijskih vsebin za uresničevanje učne diferenciacije in individualizacije pri učencih je bila razvita v sodelovanju z učiteljico kemije in specialno pedagoginjo iz izbrane osnovne šole, ter bila uporabljena na naravoslovnem dnevu. Naravoslovni dan ob uporabi učne enote je izvedla učiteljica kemije. V enem tednu po izvedbi naravoslovnega dne je učiteljica odgovorila na vprašanja strukturiranega intervjuja. Osnova za izdelavo magistrske nalogo so bili analizirani delovni listi iz naravoslovnega dneva s kemijskim eksperimentalnim delom, upoštevajoč učno diferenciacijo in individualizacijo ter odgovori strukturiranega intervjuja z učiteljico. Rezultati kažejo na raznolikosti med učenci pri usvajanju znanja ob uporabi eksperimentalnega dela tudi znotraj skupin učencev prve in druge skupine ter ne omogočajo izpeljave sklepov glede uspešnosti reševanja nalog I., II. in III. taksonomske stopnje. Prav tako ne omogočajo zapisa opažanj in sklepov za celotne skupine, pač pa lahko iz zapisov sklepov na primeru treh izbranih učencev sklepamo, da učna enota omogoča usvajanje znanj izbranim učencem tretje skupine. V prihodnosti bi bilo mogoče raziskavo še nadgraditi, predvsem bi bilo potrebno izvesti raziskavo na več kot treh eksperimentalnih vajah, za ocenjevanje napredka pa bi bilo potrebno uporabiti anketni vprašalnik UDKED. Raziskavo bi bilo smiselno nadaljevati z večjim vzorcem učencev iz različnih šol, ki bi jih spremljali skozi daljše obdobje, in z vključitvijo več učiteljev v intervju. The curriculum for chemistry in the elementary school includes the use of experimental work for achieving the standards of knowledge, connected with the learning objectives. The curriculum also anticipates learning differentiation and individualization in the phases of planning and performing the school lessons and also in the assessment of knowledge (Bačnik et al., 2011). In the Slovenian space, there is the lack of research in the field of learning differentiation and individualization of the chemical experimental part in the school practice. Therefore, this topic is discussed in the master’s thesis. In the theoretical part of the master’s thesis, the literature on the topic of the experimental part within the school lessons of chemistry, learning differentiation, and individualization is presented. In the empirical part of the master’s thesis, the methodology for the teacher’s following the progress of students between the chemical experimental part is developed with respect to the learning differentiation and individualization (UDKED). 45 students of the eighth grade were included in the research. On the basis of the use of the questionnaires UDKED in the entire sample of the 45 students by a couple of teachers who teach the students continuously for at least six months within the subjects which are based on the experimental work of the students and their analyses, the groups of students were composed for learning differentiation and individualization. The learning unit from the field of chemical contents for the realization of the learning differentiation and individualization in students was developed in cooperation with the teacher of chemistry and a special teacher from the selected elementary school and was engaged during a natural science day. The teacher of chemistry performed the natural science day by the use of the learning unit. The teacher answered the questions of the structured interview in a week after the performance of the natural science day. The basis for the production of the master’s thesis was the analyzed worksheets from the natural science day with chemical experimental work considering the learning differentiation and individualization and the answers of the structured interview with the teacher. The results show the varieties between the students in assimilating knowledge within the use of experimental work also within the groups of the first and the second group and do not enable carrying out the resolutions considering the successfulness of performing the tasks of the 1st, 2nd, and the 3rd group of the taxonomic rate. They also do not enable the recording of observations and resolutions for the whole groups. We can conclude on the basis of the recordings of the resolution, however, that the learning unit enables the assimilation of knowledge to the selected students of the third group. In the future, it would be possible perhaps to upgrade the research even more. Mostly, a research would have to be performed in more than three experimental exercises. In order to evaluate the progress, the survey questionnaire UDKED would have to be used. It would make sense to continue the research with a larger sample of the students from different schools who would be followed for a longer period of time and by including a larger number of teachers in the interview.

V skladu z učnim načrtom za kemijo je v zvezi z eksperimentalnim delom naloga učitelja učence navajati na dosledno in sistematično prepoznavanje nevarnih lastnosti snovi, njihovo odgovorno uporabo, primerno odstranjevanje odpadkov ter pravilno uporabo zaščitne opreme (Bačnik idr., 2011). Bodner (2015) predlaga, da v poučevanje kemije vključimo socio-naravoslovni kontekst, ter pri učencih razvijamo razumevanje zelene kemije z ustreznimi prilagoditvami eksperimentalnega dela (npr. uporabo reaktantov iz obnovljivih virov, izvedbo mikroeksperimentov, eksperimentiranjem v skupinah). Učitelji lahko pri pouku kemije ob upoštevanju 12 principov zelene kemije prispevamo tudi k ozaveščanju učencev za odgovorno ravnanje na področju kemijske varnosti, npr. z vrednotenjem okoljske primernosti eksperimentalnega dela ob uporabi stehiometrijskega izračuna presežnih reagentov, preučevanjem reakcijskih pogojev, preučevanjem izvedbe eksperimentalnega dela z vidika nevarnosti za okolje, zdravje ljudi in morebitnih nesreč, odpadnih nevarnih snovi, preučevanjem možnosti pretvorbe odpadnih snovi v neškodljive produkte in njihovo ponovno uporabo, sintezo derivatov in podobno (Duarte, Ribeiro in Machado, 2014 2015). Okoljsko primernost eksperimentalnega dela lahko pri tem vizualiziramo z metriko Zeleni krog in metriko Zelena zvezda (Ribeiro, Costa in Machado, 2014), ki temeljita na vrednotenju upoštevanja 12 principov zelene kemije. V magistrskem delu sta bili uporabljeni metodi metrika Zeleni krog in metrika Zelena zvezda, ki so jo Ribeiro, Costa in Machado (2010) razvili za vrednotenje in optimizacijo eksperimentalnega dela v šoli. V magistrskem delu je bilo preučenih 30 naključno izbranih eksperimentov s področja organske kemije iz slovenskih osnovnošolskih učbeniških kompletov, ki so potrjeni za šolsko leto 2017/2018. Osredotočili smo se na poglavja organske kemije naslednjih učnih sklopov: Družina ogljikovodikov s polimeri, Kisikova družina organskih spojin in Dušikova družina organskih spojin. Rezultati kažejo, da več kot polovica preučevanih eksperimentov, učnega sklopa Dušikova družina organskih spojin, učnega načrta za kemijo v osnovni šoli, upošteva principe zelene kemije glede na metriko Zeleni krog in metriko Zelena zvezda. Rezultati nakazujejo, najmanjše upoštevanje principov zelene kemije pri preučevanih eksperimentih učnega sklopa Družina ogljikovodikov s polimeri, učnega načrta za kemijo v osnovni šoli, saj so uporabljene kemikalije, ki imajo nevarne lastnosti. Za tri izbrane primere eksperimentov so bile preučene tudi možnosti za optimizacijo izvedbe. Izhajajoč iz rezultatov magistrskega dela je smiselno spodbuditi k razmišljanju o potrebnosti optimizacije šolskega eksperimentalnega dela v skladu z zahtevami principov zelene kemije tudi v širšem merilu. In accordance with the Chemistry Curriculum the teachers' assignment is by the Experimental Work to accustom students in a consistent and systematic enforcement of hazardous properties of the substance responsible use of materials, appropriate waste disposal and proper use of protective equipment (Bačnik et al., 2011). Bodner (2015) suggests that we include the socio-natural context in teaching Chemistry and with appropriate adjustments to Experimental Work we develop students' understanding of Green Chemistry (eg. using reactants from renewable sources, performing microexperiments, experimentation in groups). Teachers can also contribute to raising awareness of students for responsible behavior in the field of Chemical Safety in Chemistry, taking into account 12 Principles of Green Chemistry, eg. by evaluating the environmental suitability of the Experimental Work using the stoichiometric calculation of surplus reagents, studying the reaction conditions, studying the performance of the Experimental Work in terms of environmental hazards, human health and possible accidents, waste hazardous substances, studying the possibility of converting waste materials into harmless products and their reuse, synthesis of derivatives and the like (Duarte, Ribeiro and Machado, 2014 2015). The environmental suitability of the Experimental Work can be visualized with the Green Circle metric and the Green Star metric (Ribeiro, Costa and Machado, 2014), which are based on the Evaluation of the 12 Principles of Green Chemistry. In the Master's thesis, the Green Circle metric and the Green Star metric were used, developed by Ribeiro, Costa and Machado (2010) to evaluate and optimize Experimental Work at school. In the master's thesis, 30 randomly selected experiments in the field of organic chemistry from Slovene Primary School textbooks, which were confirmed for the school year 2017/2018, were examined. We focused on a section of organic chemistry following study groups: Family hydrocarbon polymers, Oxygen family of organic compounds and Nitrogen family of organic compounds. The results show that more than half of the studied set of experiments teaching Nitrogen family of organic compounds, Chemistry Curriculum in elementary school take into account the Principles of Green Chemistry in relation to the metric Green Circle and metric Green Star. Because of using chemicals that have hazardous properties the results indicate the minimal consideration of the Principles of Green Chemistry in the studied experiments of the study group Hydrocarbon Family with polymers, a chemistry curriculum in elementary school. Optimization options were also considered for the three selected examples of experiments. Based on the results of the master's thesis and in accordance with the requirements of the Principles of Green Chemistry it is sensible to stimulate thinking about the need to optimize school Experimental Work also on a wider scale.

Preverjanje in ocenjevanje znanja nas spremljata na vsakem koraku šolanja. Učencem in staršem tako predstavljata pomembne informacije o znanju in napredovanju učencev. Učitelji preko preverjanja in ocenjevanja poleg vpogleda v znanje učencev, dobijo še vpogled v to, kako uspešni so pri doseganju učnih ciljev učnega načrta, posameznih učnih enot in predmeta. Pomemben vir informacij za učitelje so tudi zunanja preverjanja znanja. Področje naravoslovja oziroma kemije so v obdobju od leta 1995 do 2015 pokrivala tri zunanja preverjanja znanja: NPZ (Nacionalno preverjanje znanja), PISA (Programme for International Student Assessment) in TIMSS (Trends in International Mathematics and Science Study). TIMSS preverja učne cilje, ki so skupni vsem državam, v katerih se raziskava izvaja, PISA pa temelji na preverjanju in aplikaciji znanja na življenjske situacije. Glavni cilji diplomskega dela so bili ugotoviti, ali učitelji kemije na slovenskih osnovnih šolah poznajo ključne cilje NPZ, TIMSS in PISA, ali v njih prepoznavajo uporabno vrednost za lastno šolsko prakso pouka kemije, ter pridobiti predloge učiteljev kemije, kako izpopolniti tovrstne preizkuse znanja, da bi učitelji kemije v njih videli večjo uporabno vrednost. V teoretičnem delu naloge so predstavljene osnovne informacije o preverjanju in ocenjevanju v osnovni šoli, ključni cilji NPZ, TIMSS in PISA, ter kratek pregled zagotavljanja kakovosti na področju zunanjih preverjanj znanja v Evropi. V empiričnem delu naloge so zbrani podatki, ki so bili statistično obdelani v programu Excel. Rezultati empiričnega dela kažejo, da učitelji kemije najbolje poznajo cilje NPZ, sledijo cilji TIMSS, slabše pa poznajo cilje raziskave PISA. Rezultati kažejo tudi, da večina vprašanih učiteljev kemije, svojih učencev ne pripravlja dodatno na zunanja preverjanja znanja iz kemije, kot pomembno uporabno vrednost tovrstnih preverjanj znanja pa učitelji izpostavljajo nove tipe nalog, ki se pojavljajo. Knowledge assessment and grading is part of every stage of education. Through such activities, learners and parents receive relevant information about learner's knowledge and improvement. On the other hand, teachers seize through knowledge assessment and grading information how successful they are in fulfilling learning objectives of the curriculum, specific learning units and of the subject itself. An important source of information for teachers are as well external examinations. Subjects of natural sciences (or chemistry, to be specific) were from 1995 to 2015 examined by the three external knowledge assessments: NPZ (National Assessment of Knowledge), PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study). TIMSS assesses learning objectives that are the same in every country, where the survey is carried out, while PISA focuses on assessment and application of knowledge in real life situations. The main goals of my diploma paper were to discuss if chemistry teachers in Slovene primary schools are acquainted with the key objectives of NPZ, TIMSS and PISA, if they recognize the applicative value for their own teaching and to collect suggestions from chemistry teachers how to improve such knowledge assessments, so teachers would recognize them as important and useful. In the theoretical part of my diploma paper, I introduced general information about knowledge assessment and grading in primary school, key objectives of NPZ, TIMSS and PISA and a short review of quality assurance of external knowledge assessment in Europe. Data presented in the empirical part of the paper were analysed with Excel. The results show that chemistry teachers are best acquainted with goals related to NPZ, followed by TIMSS, while their knowledge about PISA survey’s goals is weaker. Results show that the majority of teachers included in my research do not additionally prepare their learners for the external knowledge assessment from chemistry. In their opinion, the important applicative value of such knowledge assessments are the new types of tasks that occur.

V zadnjem desetletju se je kot odziv na okoljsko problematiko, povezano s plastiko, na tržišču pojavilo veliko novih bioplastičnih materialov, s katerimi se učenci srečujejo v vsakodnevnem življenju, zato je pomembno, da jih poznajo. V teoretičnem delu magistrskega dela so predstavljena teoretična izhodišča o polimerih, s posebnim poudarkom na bioplastiki, ter o aktivnem pouku naravoslovnih vsebin. Rezultati, ki so bili pridobljeni v raziskavi, so predstavljeni v empiričnem delu magistrskega dela. Raziskava je bila izvedena z namenom pridobitve podatkov o trajnosti in kakovosti znanja, usvojenega z aktivnim poukom, ter spodbuditi situacijski interes učencev za usvajanje znanja o bioplastiki pri pouku kemije v 9. razredu osnovne šole. V raziskavo je bilo vključenih 197 učencev, ki so s samostojnim delom usvajali znanje s področja o bioplastiki. Kontrolna skupina je znanje o bioplastiki usvajala s pomočjo poljudnega članka po korakih splošne učne strategije, medtem ko je eksperimentalna skupina znanje usvajala s pomočjo samostojnega eksperimentalnega dela po navodilih. Kontrolna in eksperimentalna skupina sta bili oblikovani tako, da med njima na predpreizkusu znanja ni bilo statistično pomembnih razlik. Po izvedenih učnih urah so učenci eksperimentalne in kontrolne skupine najprej rešili preizkus znanja in vprašalnik glede situacijskega interesa za usvajanje znanja o bioplastiki. Tri tedne zatem so učenci obeh skupin rešili še pozni preizkus znanja. Rezultati, ki so bili pridobljeni v raziskavi, so pokazali, da učenci eksperimentalne skupine v trajnosti in kakovosti usvojenega znanja ne dosegajo statistično pomembno boljših rezultatov od svojih sovrstnikov iz kontrolne skupine. Prav tako tudi glede na spol med dekleti in fanti na preizkusu in poznem preizkusu znanja ni bilo statistično pomembnih razlik v usvojenem znanju. Pri situacijskem interesu za usvajanje novih vsebin o bioplastiki je mogoče trditi, da med učenci eksperimentalne in kontrolne skupine ni bilo razlik, saj nobena skupina ni pokazala večjega interesa za usvajanje znanj na temo bioplastike. Tudi za situacijski interes, gledano po spolu, ne moremo trditi, da so fantje pokazali višji situacijski interes za usvajanje novih znanj o bioplastiki. Povzamemo lahko, da v povezavi s proučevanimi dejavniki med obravnavanima pristopoma v raziskavi ni bilo ugotovljenih razlik glede primernosti za uporabo pri poučevanju vsebin o bioplastiki. V nadaljnjih raziskavah bi bilo mogoče razširiti vzorec sodelujočih tako, da bi vključili učence iz celotne Slovenije, raziskavo prilagoditi za populacijo dijakov, prav tako bi bilo zanimivo proučiti druge možnosti za aktivni pouk o bioplastiki ter pridobiti mnenje in izkušnje učiteljev kemije o poučevanju vsebin, povezanih z bioplastiko. In the last decade many new bioplastic materials have appeared as a response to environmental issues related to the plastics on the market, so it is important for children to know them, because they are encountering them daily. In theoretical part of a dissertation is at first being introduced a theoretical basis about polymers with the emphasis on bioplastic and active learning about natural contents. Results, which were extracted during the research are shown in empirical work of my dissertation. A research was carried out with a purpose to get data about constancy, quality of knowledge considering active teaching methods and situational interest of pupils about gaining knowledge of bioplastic in the chemistry class in ninth grade of primary school. In the research were included 197 children, who formed a new knowledges from the field of bioplastic with their own work. The control group was gaining new knowledges about bioplastic step by step using general learning strategies with the help of an non-technical article, while experimental group was gaining knowledge with their independent experimental work using given instructions. Control and experimental group were formed in the way that there were no big statistical differences on the pre-test. Pupils had solved a test and a questionary after the lessons were carried out, with which we checked their situational interest about gaining knowledge of bioplastic. Three weeks after that the children of both groups solved late test of their knowledge. Results, which were extracted during the research showed that children of experimental group don’t achieve any better results about constancy and quality of knowledge compared to control group. Also considering the gender, there were no statistical significant differences in their gained knowledge. In situational interest for gaining new knowledge about bioplastic we can claim that there were no differences between control and experimental group, because none of them showed bigger interest in gaining new knowledge about bioplastic. Even for the situational interest considering the gender we can’t claim, that boys showed bigger situational interest in gaining new knowledges about bioplastic. To sum up, we can say that there were not established big differences in relation to studied factors between discussed approaches and both of them are equally suitable in teaching about bioplastic. In further researches we could expand pattern of participants with including children from all Slovenian schools or we could adjust our research for population of students. In addition, it would be also interesting to study other possibilities for active teaching about bioplastic and get an opinion and experiences from teachers of chemistry about teaching contents connected with bioplastic.

V teoretičnem delu diplomske naloge je bila zbrana in pregledana literatura s področja diferenciacije in individualizacije pri pouku. Pri tem sta opredeljena pojma diferenciacija in individualizacija ter razdelana vloga obeh pojmov v učnem načrtu za kemijo v osnovni šoli. V nadaljevanju so predstavljene temeljne smernice, navodila in koncepti v zvezi z diferenciacijo in individualizacijo v slovenskem šolskem prostoru, ki so bile sprejete na Strokovnem svetu Republike Slovenije za splošno izobraževanje. V teoretičnem delu naloge sta nato opredeljena vloga in pomen eksperimentalnega dela pri pouku kemije, izhajajoč iz učnega načrta za kemijo v osnovni šoli. Opisane so tudi oblike eksperimentalnega dela. V praktičnem delu diplomske naloge je predstavljena možnost za učno diferenciacijo eksperimentalnega dela učencev na primeru izbrane eksperimentalne vaje, primerne za osnovnošolsko raven poučevanja kemije. Za prikaz učne diferenciacije je bila izbrana eksperimentalna vaja prilagojena na treh ravneh, v nalogi poimenovane diferencirane izvedbe eksperimentalne vaje za učence z učnimi težavami, povprečne učence in za nadarjene učence. Prilagoditve navedenih ravni se nanašajo na predvideno število izvedenih poskusov, zahtevnost nalog delovnega lista ter vodenje učencev pri izvedbi eksperimentalnega dela. V podporo vsem trem diferenciranim izvedbam eksperimentalne vaje so bila razvita učiteljeva navodila in delovni listi za učence. The first part of the graduation thesis comprises collected and reviewed literature about differentiation and individualisation in the classroom. The terms differentiation and individualisation are explained and their role in the Chemistry Curriculum for primary schools is elaborated. Furthermore, basic guidelines, instructions and concepts, concerning differentiation and individualisation in Slovene schools, which were confirmed by the Council of Experts of the Republic of Slovenia for General Education, are presented. In the theoretical part of the graduation thesis, the role and the meaning of experimental work in Chemistry classrooms are elaborated, based on the Chemistry Curriculum for primary schools. Also, the various forms of experimental work are described and guidelines for the development of teaching materials for the experimental work monitoring are given. The second part of the graduation thesis presents possibilities for differentiation of the students’ experimental work, elaborated on one example of chemistry lecture for primary level chemistry (grades 8 and 9). For this purpose, an example of chemistry lecture based on students` experimental work is developed in three-fold level: (1) students` with learning difficulties, (2) average students and (3) gifted students. Differentiation of students` chemical experimental work is based on: different number of anticipated experiments, different complexity of the tasks on the worksheet and various extend of guiding pupils when carrying out the experimental work. In support to all three differentiated versions of students` experimental work the following teaching materials have been developed: teacher’s instructions for simultaneous implementation of differentiated students` experimental work, three versions of worksheets for students based on three differentiated implementations of experimental work.

Uporaba fosilnih goriv je eden izmed glavnih razlogov za povečano koncentracijo toplogrednih plinov in ima negativen vpliv na okolje, kar se kaže na primer kot ekstremne vremenske spremembe, globalno segrevanje, smog. Polucija atmosfere predstavlja velik problem, zato je priporočljiva in vse potrebnejša uporaba goriv, ki manj onesnažujejo okolje. Uporaba alternativnih goriv, ki so obnovljiva, je priporočljiva tudi, ker se zaloge fosilnih goriv zmanjšujejo. V prihodnosti ne bo več na razpolago fosilnih goriv in tako bo edina rešitev uporaba alternativnih goriv. Eno izmed teh je biodizel. Biodizel je mešanica alkilnih estrov maščobnih kislin s podobnimi fizikalnimi in kemijskimi lastnostmi, kot jih ima fosilni dizel. Emisije toplogrednih plinov biodizla so v primerjavi s fosilnim dizelskim gorivom manjše. Kljub temu da je biodizel cenovno ugodnejši in okolju prijaznejši, so se začele pojavljati etične dileme glede njegove uporabe, saj se pogosto kot surovina za njegovo proizvodnjo uporabljajo užitna olja. Dilema se tako nanaša na možnost uporabe velikega deleža kmetijskih površin za pridelavo poljščin, namenjenih proizvodnji goriva, kar bi ogrožalo pridelavo hrane. Z namenom preseči te dileme so znanstveniki začeli proučevati možnosti uporabe lipidov iz alg kot surovine za pripravo biodizla. V diplomskem delu je obravnavana sinteza biodizla iz lipidov alg v šolskem kemijskem laboratoriju. Na podlagi operativnih učnih ciljev učnega načrta za kemijo v osnovnih šolah je bila izdelana učna enota s pripadajočimi navodili in delovnim listom za učenca. Izvedena je bila tudi analiza izbranih primerov učbenikov po osnovnošolski vertikali za vsebinsko področje goriva (biodizel). The use of fossil fuels is one of the main reasons for increased concentracion of greenhouse gases and it has a negative impact on the enviroment, which is manifested for example through extreme weather, global warming, smog. The pollution of athmosphere represents a big problem, that is why it is required and advisable, to promote the use of fuels, which pollute less. The use of alternative fules, which are renewable, is advantageous beacuse reserves of fossil fuels are diminishing. In the future fossil fuels will not be available any more and the only solution is the use of alternitive fuels. One of those fuels is biodiesel. Biodiesel is a mixture of alkaline esthers of fatty acids, with similar physical and chemical properties as fossil diesel fuel. Emissones of greenhouse gases from biodiesel are lower compared to fossil diesel fuel. Dispate being cheaper and enviromantally friendlier, there is an ethical dillema to its use, beacuse raw material for its production are mainly edable oils. The dilemma is even the usage of large parts of argicultular areas fort he growing of crops intended for use in fuel production, which can jeopardize food production. With the aim of getting over this dillema, the scientist have begun to investigate the usage of lipids in algae as a raw material for the production of biodiesel. In my diploma thesis we investigated synthesis of biodiesel out of lipids of algae in school chemistry laboratory. On the basis of operative learning goals for chemistry in grade school we consturcted a learning unit with instructions and working sheet for students. Analysis of selected workbooks on grade school vertical was conducted for the content area of fuel (biodiesel).

Pri nas in v svetu vsak dan proizvedejo številne sintezne snovi, med katerimi je veliko takšnih, ki imajo vsaj eno izmed nevarnih lastnosti. Letna proizvodnja kemikalij na samem področju EU-15 tako znaša v zadnjem desetletju med 250 in 300 milijonov ton/letno, od tega delež toksičnih kemikalij presega 150 milijonov ton/letno. Posamezniki se pogosto ne zavedamo, da so takšne snovi postale tudi del našega vsakdanjika, kljub temu, da so na deklaracijah izdelkov označene z ustreznimi označbami – t. i. piktogrami. Pomembno je, da so učenci že od razredne stopnje naprej seznanjeni o prisotnosti teh snovi v izdelkih in s potencialnimi nevarnostmi, ki jih povzročajo, saj lahko tako pripomoremo k ustreznemu ravnanju z njimi, preprečimo nesreče in prispevamo k varovanju okolja. Hkrati je treba pri učencih s preventivnimi ukrepi razvijati tudi znanje o ustreznem ravnanju v primeru neželenih dogodkov povezanih z uporabo nevarnih snovi. V magistrski nalogi je bilo na vzorcu 545 učencev iz notranjske, gorenjske in osrednje slovenske regije (od 4. do 9. razreda) preučeno, kakšno je znanje učencev iz področja prepoznavanja nevarnih snovi v svojem okolju, varnega ravnanja z njimi in ukrepanja v primeru nesreč. Rezultati raziskave kažejo, da se znanje o varnem ravnanju z nevarnimi snovmi pri osnovnošolcih med 4. in 9. razredom na nekaterih preučevanih področij, npr. razumevanje pojma nevarne snovi in pomen oznak na nevarnih snoveh, postopoma razvija in nadgrajuje, na drugih (npr. poznavanje pomena uporabe osebne varovalne opreme pri delu z nevarnimi snovmi in pravilnega ravnanja v primeru nesreč z nevarnimi snovmi) pa ni bilo opaziti napredka v znanju učencev razredne in predmetne stopnje. Glede na ugotovitve raziskave in dejstva, da nas nevarne snovi obdajajo na vsakem koraku, bi bilo smiselno za učence omogočiti pridobivanje dodatnega znanja o vsebinah kemijske varnosti tudi preko obšolskih dejavnosti, za učitelje od razredne stopnje naprej pa organizirati usposabljanja s področja vključevanja obravnavane tematike v redni pouk. Each year many synthetic substances are produced in Slovenia and worldwide. A large number of these substances possess at least one hazardous characteristic. In the last decade the annual production of chemicals within the EU-15 ranged between 250 and 300 million tonnes of which the proportion of toxic chemicals exceeded 150 million tonnes per annum. Despite the fact that product labels clearly indicate such contents through the appropriate use of pictograms we are often not aware that such substances have become a part of our everyday life. It is essential to inform primary school pupils from the lower grade about the presence of such substances in products and about the possibility of potential hazards, so as to be able to ensure adequate handling, prevent accidents and contribute towards environmental protection. At the same time, pupils must - with the implementation of preventive measures - develop knowledge about appropriate behaviour in the event of accidents associated with the use of hazardous substances. This Master's thesis examines the level of knowledge among school children in the field of identification of hazardous substances in their environment, safe handling of these substances and actions to be taken in case of accidents. The study has been carried out on a sample of 545 pupils (4th to 9th grade) from Inner Carniola, Upper Carniola and the Central Slovenian region. Results of the study indicate that knowledge regarding the safe handling of hazardous substances among primary school pupils between 4th and 9th grade is gradually developing and improving in certain areas (e.g. understanding of the hazardous substances concept and depiction of hazardous substances on labels), but in other areas (e.g. understanding of the importance of the use of personal protective equipment when working with hazardous substances and proper handling in case of accidents involving hazardous substances) there was no noticeable evidence of progress in pupils’ knowledge in both lower grade and upper grades. It would be reasonable - according to the conclusions of the study and the fact that we are surrounded by hazardous substances at every step - for pupils to acquire additional knowledge on the safety of chemical substances through extracurricular activities and for teachers from lower grade to attend organised training sessions in the field of integration of the topics covered in this study into regular primary school classes.

V današnjem času se v behavioristično usmerjen oz. tradicionalni pouk vključuje različne aktivne učne metode. Pri tem deluje učitelj kot motivator aktivnega dela učencev. V teoretičnem delu magistrskega dela sledi najprej pregled literature s področja o lipidih, nato so na osnovi pregleda različnih poljudnih člankov v javno dostopnih revijah in časopisih, ki vključujejo različne trditve o lipidih, oblikovani t. i. miti o lipidih, ki so s pomočjo študija znanstvene literature bodisi potrjeni bodisi ovrženi. Učno vsebino o lipidih lahko v skladu z načeli aktivnega pouka učenci spoznavajo preko različnih aktivnih učnih metod, s pomočjo katerih je pri njih spodbujeno kritično mišljenje o pomenu lipidov v vsakdanjem življenju. Predstavljene so glavne značilnosti samostojnega eksperimentalnega dela in dela z besedilom po korakih splošne študijske strategije. Pri samostojnem eksperimentalnem delu učenci posebej krepijo svoje laboratorijske spretnosti, ob delu z besedilom pa krepijo bralno pismenost, ki je pri slovenskih učencih na splošno zelo slaba. V empiričnem delu magistrskega dela so predstavljeni rezultati raziskave, ki je bila izvedena z namenom primerjave dveh aktivnih metod za učenje o lipidih pri pouku kemije v 9. razredu glede na kakovost in trajnost usvojenega znanja o lipidih ter situacijski interes učencev za usvajanje znanja o lipidih. V raziskavo je bilo vključenih 198 učencev štirih osnovnih šol, ki so del vsebin o lipidih spoznavali tako, da so v okviru aktivnega pouka kemije preučevali t. i. mit o lipidih, pri čemer so ga kot rezultat lastnega dela potrdili ali ovrgli. Kontrolna skupina učencev je preučila t. i. mit o lipidih ob delu s poljudnim člankom po korakih splošne študijske strategije, eksperimentalna skupina učencev pa ob samostojnem eksperimentalnem delu po navodilih. Skupini učencev sta bili glede na kemijsko predznanje izenačeni. Po dveh strnjenih učnih urah so učenci kontrolne in eksperimentalne skupine rešili preizkus znanja in vprašalnik o izvedbi učne ure, s katerim smo preverili situacijski interes za usvajanje znanja o lipidih, štiri tedne za tem pa še pozni preizkus znanja. Rezultati izvedene raziskave so pokazali, da so bili učenci kontrolne skupine uspešnejši pri reševanju preizkusa in poznega preizkusa znanja o lipidih. Znanje kontrolne skupine učencev je bilo kakovostnejše in trajnejše v primerjavi z znanjem eksperimentalne skupine učencev. V primerjavi s fanti so bila dekleta uspešnejša pri reševanju (tudi poznega) preizkusa znanja. Višji situacijski interes za usvajanje znanja o lipidih so pokazali učenci eksperimentalne skupine. Dekleta so izkazala višji situacijski interes za usvajanje znanja o lipidih, saj so ocenila pouk kot prijetnejši, zanimivejši in pestrejši. Tudi obravnava učne snovi je dekleta bolj pritegnila k sodelovanju kot fante. Z vidika kakovosti in trajnosti znanja se je delo s poljudnim člankom po korakih splošne študijske strategije izkazalo kot bolj učinkovita aktivna metoda učenja. Nowadays, behavioristic oriented - traditional teaching includes various active learning methods. The teacher is acting as a motivator of pupils’ active work. The theoretical part of the master's thesis is based on the review of various popular articles in publicly available newspapers and magazines, including various claims about lipids the so-called myths. Through the study of the scientific literature so-called myths of lipid are either confirmed or refuted. The learning content of lipids, in accordance with the principles of active teaching can teach pupils through a variety of active learning methods, which encourage critical thinking about the importance of lipids in everyday life. The principal features of experimental work and work with text, are presented with a step-by-step process explained in the thesis. Working independently, pupils strengthen their laboratory skills, and when working with text, pupils strengthen their reading literacy, which is generally very poor amongst Slovenian pupils. In the empirical part of the master’s thesis, results of a qualitative research are presented, which were conducted to compare the two methods of active learning about lipids in the 9th grade chemistry class, depending on the quality and durability of consumer knowledge about lipids and the situational interest of pupils to acquire knowledge about lipids. The study included 198 pupils from four elementary schools. With the partial implementation of the active teaching method, pupils were taught about the so-called myth of lipids. Our goal was, to confirm or deny the myth with independent work. The control group of pupils examined the so-called myth of lipids while working with a non-technical article by general study strategies. The experimental group of pupils studied the so-called myth of lipids on their own experimental work. In terms of previously assimilated knowledge of chemistry, both groups of students were equal. After two intense lessons, pupils of both groups took two tests each and filled out questionnaires on the implementation of the lesson. The questionnaire was designed to determine the situational interest in acquiring knowledge about lipids. Four weeks after the first test, both groups took a second test, which determined the longevity of the acquired knowledge. The results of the research showed that pupils of the control group got better results at both the first and the second test they took about their knowledge of lipids. The knowledge of the control group of pupils was both, higher quality, and more durable in comparison with the knowledge of pupils from the experimental group. Results also indicated, that girls scored better than boys in both tests. Pupils of the experimental group showed increased interest in learning about the lipids. Girls showed higher situational interest in acquiring knowledge about lipids they evaluated the lessons as more enjoyable, interesting and varied. The lessons themselves intrigued girls a lot more than boys. From the perspective of the quality and the longevity of knowledge, the study method based on the study of the article proved more effective.

Namen v okviru diplomskega dela izvedene raziskave je bil ugotoviti razumevanje pomena kemijske varnosti in varovanja zdravja v šolskem kemijskem laboratoriju pri slovenskih dijakih. V raziskavi je bila uporabljena deskriptivna in kavzalna neeksperimentalna metoda pedagoškega raziskovanja. Vzorec je sestavljalo 675 dijakov 3. letnikov, ki so se izobraževali v različnih srednješolskih izobraževalnih programih in bili glede na predmetnik za namen raziskave grupirani v tri skupine (kemijsko strokovno izobraževanje, tehniško strokovno izobraževanje in splošno gimnazijsko izobraževanje). Rezultati raziskave so pokazali, da se dijaki zavedajo pomena uporabe osebne varovalne opreme in jo uporabljajo v šolskem kemijskem laboratoriju, razumejo pomene piktogramov in ravnanje z odpadnimi kemikalijami, v primeru izrednih dogodkov pa bi si znali poiskati ustrezno pomoč. Čeprav njihovo znanje o lastnostih nevarnih snovi in tveganjih ni najboljše, se v šolskem kemijskem laboratoriju počutijo dovolj varno. Največ znanja o pomenu varnosti in zdravja v šolskem kemijskem laboratoriju so pokazali dijaki kemijskega strokovnega izobraževanja. The main objective of this bachelor paper along with the research it pertains was to determine the extent of the understanding of Slovene Secondary Students when it came to the importance of Health and Safety in the School Chemical Laboratory. The research itself was carried out using a causal non-experimental pedagogical method. The sample contains 675 third-year students who were educated at various secondary educational institutions and who were, given their curriculum, divided into three groups (chemical professional training, technical professional education and general secondary school education). The research results have shown that secondary students do in fact realize the pertinence of the use of personal protective equipment and as a result, use them in the school chemical laboratory setting. In addition, the students understand the meanings of the pictograms and are aware of how to manage chemical waste as well as how to behave and react, in the event of an unexpected incident, so as to find appropriate assistance. On the other hand, although the students' knowledge regarding the characteristics and risks of dangerous chemicals is not the best, they do in fact still feel sufficiently safe in the school chemical laboratory. The most knowledge regarding the importance of health and safety in the school chemical laboratory was observed from the secondary school students with chemical professional training.