The Impact of Long-Term Education Projects on the Students’ Conceptual Knowledge

Authors

  • Anna Baprowska Department of Chemistry, Faculty of Science, University of Hradec Kralove, Czech Republic
  • Małgorzata Nodzyńska Department of Biology and Chemistry Education, Institute of Biology Pedagogical University of Krakow, Poland

Keywords:

project-based education, conceptual knowledge, chemistry

Abstract

The article describes research on the impact of long-term education projects on the increase in students’ knowledge (understood as information, skills, attitudes). Two groups of students participated in the project which lasted two years: talented students interested in chemistry and students having problems with this subject. The results obtained show that there was a significant increase in knowledge in both groups. The detailed differences between the two groups are described in the article.

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Published

2020-12-01

How to Cite

Baprowska, A. ., & Nodzyńska, M. . (2020). The Impact of Long-Term Education Projects on the Students’ Conceptual Knowledge. Annales Universitatis Paedagogicae Cracoviensis. Studia Ad Didacticam Biologiae Pertinentia, 310(X), 195–200. Retrieved from https://bioannales.up.krakow.pl/article/view/8205