The educational concept of chemistry is similar to a wide range of related areas (not only natural sciences) and affects many strata of society from the general public, teachers of the subject, to future professionals in the scientific field. Moreover, the topic is also very actual at the time of curricular change in many countries as it brings evidence for innovative initiatives. Student and teacher perception and understanding of the education process in relation to conceptual changes are, according to Teo, Goh, and Yeo’s (2014) literature review, one of the most studied areas in Chemistry Education Research – CER. This paper follows the previously conducted research in the field by Rusek (2011, 2013) focusing on students in their first year in Czech secondary schools (ISCED 3). The researchers found out that the tested sample of students in the cited research (only students in secondary professional vocational training schools) created a limited selection of data (80% of the overall secondary school population in the Czech Republic). The studies published in 2011 and 2013 concluded two comparable results. That is why the sample was changed and this research focused mainly on 9-grade lower-secondary or an according level of grammar school students in order to bring more information from a similar age group (one year younger). These results offer a valuable source of information in the curricular reform process. Very often the key-word reduction is being used when talking about revising the curriculum (Sundberg, Dini, & Li, 1994). There are teachers who feel limited by the number of topics they need to go through in their classes. They usually state that they are not using activating strategies because they find them too time-consuming. There are also teachers who, at the lower-secondary but also at upper-secondary level, feel the need to prepare their students for the following school stage, therefore present them with as much subject matter as possible. As the goal of science education is rather seen by many in developing students’ scientific literacy, the latter teachers’ opinion needs to be reversed by cogent arguments. Only research Martin Rusek Charles University, Czech Republic Vlastimil Chytrý Jan Evangelista Purkyně University in Ústí nad Labem, Czech Republic Linda Honskusová Charles University, Czech Republic Abstract. This research follows the previous study examining the effect of chemistry education on students’ perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics’ importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students’s conception of chemistry and its subject matter.

中文翻译：

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初中化学教育的影响：学生对化学性质和态度的理解

化学的教育理念与广泛的相关领域（不仅是自然科学）相似，影响着社会的许多阶层，从普通大众、学科教师到未来科学领域的专业人士。此外，这个话题在许多国家的课程改革时期也非常现实，因为它为创新举措提供了证据。根据 Teo、Goh 和 Yeo (2014) 的文献综述，学生和教师对与概念变化相关的教育过程的看法和理解是化学教育研究 - CER 中研究最多的领域之一。本文遵循 Rusek (2011, 2013) 先前在该领域进行的研究，重点关注捷克中学第一年的学生 (ISCED 3)。研究人员发现，引用研究中的学生测试样本（仅限中等专业职业培训学校的学生）创建了有限的数据选择（捷克共和国中学总人数的 80%）。2011 年和 2013 年发表的研究得出了两个可比较的结果。这就是样本改变的原因，本研究主要关注 9 年级初中或相应水平的文法学校学生，以便从类似年龄组（小一岁）中获取更多信息。这些结果为课程改革过程提供了宝贵的信息来源。在谈论修订课程时经常使用减少关键词（Sundberg, Dini, & Li, 1994）。有些老师觉得他们在课堂上需要学习的主题数量有限。他们通常说他们没有使用激活策略，因为他们发现它们太耗时了。也有初中和高中阶段的教师认为有必要让学生为下一学段做好准备，因此向他们提供尽可能多的主题。许多人认为科学教育的目标是培养学生的科学素养，后者的观点需要通过有说服力的论据来扭转。仅研究 Martin Rusek Charles 大学，捷克共和国 Vlastimil Chytrý Jan Evangelista Purkyně 大学 in Ústí nad Labem，捷克共和国 Linda Honskusová Charles 大学，捷克共和国 摘要。本研究遵循之前的研究，该研究调查了化学教育对学生对化学性质 (NoC) 的感知和理解的影响，以及他们对作为学校学科的态度。义务教育结束时的 9 年级学生 (N = 282) 被提供了一组开放式问题，重点是他们对 NoC 的理解、对化学主题重要性的看法、学生感兴趣的主题以及他们对化学作为学校科目。答案是使用开放编码方法进行分析的。可以得出结论，大多数学生对化学的性质没有明确的认识。学生在李克特 5 点量表中将化学作为一门学校科目进行评估。