Andreia Guimarães, M. Gabriela T. C. Ribeiro, Aquiles A. Barros, Private lessons in chemistry 12th grade students perceptions, 3rd International Conference on Hands-on Science, Science Education and Sustainable Development, Braga, 2006, Proceedings, 54.
2006-09-08

Autores:
Andreia Guimarães
M. Gabriela T. C. Ribeiro
Aquiles A. Barros

Instituições:
REQUIMTE, Departamento de Química e Bioquímica da Faculdade de Ciências da Universidade do Porto

Resumo:
The aim of this study was to investigate why students make use of private lessons during their school years. The aspects investigated aimed to determine: the age at which students began to attend to private lessons and the reasons they did so; if these lessons were useful and how they differ from their lessons at school. Eighteen 12th grade students who had private lessons while studying chemistry in school were interviewed individually. The results suggest that students looked for private lessons to improve their marks, and the majority of them succeeded. The students pointed out some aspects that distinguished, in their opinion, the private lessons from their chemistry classes at school. In the private lessons they correct homework, assigned by the their tutor but also given in chemistry classes at school; they clarify their doubts; they review contents taught in chemistry classes; they sometimes study new contents (which have not yet been taught in school) which are better understood afterwards; the teaching pace is slower; the teaching is more individualized; there are less students and less noise in the private lessons. They also referred that in private lessons they pay more attention, feel more at ease to ask question, the tutor gives each student more attention and his mains concern is the student’s success. In what concerns the school the students referred that the teaching pace is too fast, the teacher doesn’t normally clarify doubts, and sometimes the students only copied what the teacher has written on the board without understanding what they have copied. They also think that the teacher is more concerned with teaching all that is in the syllabus than the student’s effective learning.

http://www.hsci.info/hsci2006/PROCEEDINGS/HSCI2006_pdf_full_low_%20resolution.pdf



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