Dyslexie: implikace pro výuku chemie
| Title in English | Dyslexia: Implications for Chemistry Teaching |
|---|---|
| Authors | |
| Year of publication | 2024 |
| Type | Article in Periodical |
| Magazine / Source | CHEMICKE LISTY |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.chemicke-listy.cz/ojs3/index.php/chemicke-listy/issue/view/378/172 |
| Doi | http://dx.doi.org/10.54779/chl20240451 |
| Keywords | specific learning difficulties; dyslexia; chemistry education |
| Description | Many publications have been written about dyslexia. The most of them deal with its medical and psychological aspects or they are trying to help dyslexics to read. A significantly smaller number of scientific papers is focused on help with specific school subjects. Among them, the predominant effort is to help the pupils with foreign languages study. Only extremely small number of studies is focused on dyslexia and science subjects (for instance chemistry). The aim of our article was to create an overview of information published in scientific literature, focused on dyslexia and teaching chemistry. Our hypothesis, based on our study of scientific articles on dyslexia and on our experience with a very limited number of cooperating pupils/students with dyslexia, or with their teachers, is as follows: dyslexia is usually found during the initial reading practice. However, reading can usually be gradually practiced to an acceptable level. That is why some teachers think incorrectly that 14 years old pupils have already "overcome dyslexia" and that they can work within science subjects in the same way as the other pupils. However, dyslexics might differ from the population in the way how they work with their memory. They might need much longer time to memorize. For example, a “simple” memorizing the symbols and names of chemical elements can be an extremely difficult and time-consuming task for them. |