Experiences and Preferences: Face-to-Face and Distance Chemistry Education

Abstract

The content, quality, and efficiency of education affect not only the level of scientific and technical knowledge and the development of production technologies but, above all, the demands of social and production practice. Understandably, new requirements for content and educational forms are also being developed in this changing environment. Chemistry is one of the disciplines that provides education in the fields of science and technology. The prerequisite and factor for the sustainable development of education at present is undoubtedly the development of innovative teaching methods and approaches, accompanied by professional qualifications in chemistry. In this paper, we address the issue of comparing in-person and distance learning in chemistry. The survey aimed to find out how primary and secondary school teachers perceive face-to-face and distance education in the science discipline. We focused on their experiences, opinions, advantages, disadvantages, and classroom problems encountered in both forms of education.