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DC poleHodnotaJazyk
dc.contributor.authorRusek, Martin
dc.contributor.authorVojíř, Karel
dc.contributor.authorBártová, Iveta
dc.contributor.authorKlečková, Marta
dc.contributor.authorSirotek, Vladimír
dc.contributor.authorŠtrofová, Jitka
dc.date.accessioned2023-02-20T11:00:24Z-
dc.date.available2023-02-20T11:00:24Z-
dc.date.issued2022
dc.identifier.citationRUSEK, M. VOJÍŘ, K. BÁRTOVÁ, I. KLEČKOVÁ, M. SIROTEK, V. ŠTROFOVÁ, J. To What Extent do Freshmen University Chemistry Students Master Chemistry Calculations?. ACTA CHIMICA SLOVENICA, 2022, roč. 69, č. 2, s. 371-377. ISSN: 1318-0207cs
dc.identifier.issn1318-0207
dc.identifier.uri2-s2.0-85134763782
dc.identifier.urihttp://hdl.handle.net/11025/51515
dc.format7 s.cs
dc.format.mimetypeapplication/pdf
dc.language.isoenen
dc.publisherSlovensko Kemijsko Drustvosv
dc.relation.ispartofseriesActa Chimica Slovenicaen
dc.rights© Creative Commons Attributionen
dc.titleTo What Extent do Freshmen University Chemistry Students Master Chemistry Calculations?en
dc.typečlánekcs
dc.typearticleen
dc.rights.accessopenAccessen
dc.type.versionpublishedVersionen
dc.description.abstract-translatedThe research mapped chemistry-oriented university freshman students’ ability to solve chemical calculations. Their success was monitored based on several factors such as their faculty, field of studies, the type of calculation and the assignment type (word problem vs. formula). The results indicate a significant need to change the approach to teaching chemical calculations - the students were rather unsuccessful in the tasks. The obstacles they face include the ability to identify a problem, understand the concepts of calculation and appropriately adjust the correct use of the mathematical apparatus. These findings represent an impulse for teaching in upper-secondary school as well as to introductory university courses.en
dc.subject.translatedChemistry calculationsen
dc.subject.translatedstudents’ successen
dc.subject.translatedteaching chemistryen
dc.subject.translatedfreshman studentsen
dc.identifier.doi10.17344/acsi.2021.7250
dc.type.statusPeer-revieweden
dc.identifier.document-number883415800013
dc.identifier.obd43936489
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