Informace o publikaci
Gamified Kahoot for students, or plain Google Forms for chemistry teachers? a focus group study
| Autoři | |
|---|---|
| Rok publikování | 2025 |
| Druh | Další prezentace na konferencích |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | Digital assessment tools (DATs) have the potential to support the evaluation of teaching-learning outcomes and to enhance the effectiveness of this process. There are dozens of different DATs that teachers can use. The question is what criteria guide their choice. Another question is whether teachers' preferences coincide with the DATs that suit their students. Furthermore, is chemistry teaching somehow specific in the demands on DATs? The presented qualitative study should address these questions. A focus group study was chosen as the research method. Four different group discussions were conducted – with elementary school pupils, with high school students, with pre-service chemistry teachers (university students) and with chemistry teachers from practice. The aim was to identify which features of DATs are essential from the perspective of chemistry teachers and which from the perspective of their students. Furthermore, an attempt was made to define which DATs are suitable for individual phases of teaching or different educational purposes. Based on the previous quantitative survey, Kahoot, Google Forms, Quizizz, Socrative, Microsoft Forms, WordWall, and Plickers were selected as examples of various DATs usable in chemistry teaching for this study. |