Time management and the effectiveness of teaching – on the example of teaching chemistry in primary schools

Abstract

The article discusses the theoretical foundations and research results on the influence of organizational factors of learning on learning outcomes in chemistry. Chemistry was chosen for research because it turned out that in chemistry there are the closest connections between individual topics, and the lack of knowledge on one topic strongly affects the misunderstanding of the next topic. Therefore, proper organization of work, including systematic learning, is important.The research focuses on the topics "acids and hydroxides" and "salts" because many years of observations have shown that the correlation between students' knowledge of the topic "salt" is closely related to their understanding of the topic "acids and bases".A review of the literature shows a lack of extensive research on this topic, with only one article discussing in detail the difficulties in teaching/learning chemistry related to systematics and describing how to plan learning. Therefore, this is a new and interesting area of research.Research has shown the positive role of the teacher in managing learning time in chemistry and its impact on changing students' attitudes towards managing learning time. Task reminders were shown to influence the number of tasks students completed. And that there is a correlation between the results of knowledge tests on "Acids and hydroxides" and the results of knowledge tests on "Salts".