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. Most of them deal with medical or psychological aspects of dyslexia or try to help students with dyslexia with reading or its practice. A significantly smaller number of scientific works focus on helping with the teaching of specific subjects. Among them, the effort to help students with the study of foreign languages prevails. Only an extremely small number of studies are focused on dyslexia and science subjects (e.g. chemistry). Our text provides an overview of information about dyslexia and the teaching of chemistry published in the world scientific literature. In addition, it also presents the results of our long-term longitudinal research, based on our individual long-term cooperation with selected primary school students who have been diagnosed with dyslexia, including helping these students with the study of chemistry. One of the very important claims that we discuss in the article is our hypothesis that the major problem of many dyslexics at the age corresponding to the beginning of chemistry studies may no longer be problems directly caused by slow and laborious reading, but rather the different way in which these students work with memory. They may need much longer to memorize the material than intact students. For example, "simple" memorizing the symbols and names of chemical elements may be an extremely difficult and time-consuming task for them. |