From spectator to participant in chemistry teaching

The purpose of the study is to increase knowledge on how the didactic model Communicative Approaches can be used as support for analysing and design-ing chemistry education. Which gives students opportunities to explore their own and others' ideas in relation to the ideas of sciences and come to be more involved in the chemistry content. In this study we have used action research and made didactic modelling. We have exemplified how the didactic model Communicative Approaches can be used as support in the planning, implemen-tation, and evaluation of teaching in the subject of chemistry. Based on the didactic model, two teaching cycles with the same content were planned and carried out. In the teaching cycles, we worked with four diverse types of Com-municative approaches. In the planning, the dialogical/interactive communi-cation has mainly been prominent, but other approaches were noticed. For the students to explore a dialogical communication, we chose the concept of air and its properties. The collection of empirical data for the analysis and evalu-ation of the teaching design took place through video recording and on-site observations during the two teaching cycles. The result shows how the didactic model communicative approach became a support for increasing students' participation in chemistry education. The con-ceptual apparatus of the model gives structure to the analysis. Our conclusion is that the didactic model communicative approach can be a support for teach-ers to develop the teaching participation in the subject of chemistry in an orga-nized way in the earlier years of primary school