共查询到20条相似文献，搜索用时 31 毫秒
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Muammer ?alik Alipa?a Ayas Richard K. Coll 《Journal of Science Education and Technology》2010,19(1):32-48
This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution
chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting
of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon,
Turkey. Data collection employed a purpose-designed ‘solution chemistry concept test’, consisting of 17 items, with the quantitative
data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within
the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not
completely eliminate student alternative conceptions for solution chemistry. 相似文献
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Professors of college chemistry were asked to rank various examples of traditional chemistry knowledge and skills as to their importance for incoming students to possess. A pilot study revealed that the items—all selected from one edition of the American Chemical Society-National Science Teachers Association (ACS-NSTA) Chemistry Achievement Examination—represented attributes viewed as relatively unimportant. The professors then identified 29 personal traits they considered more important for incoming students to possess. Subsequently, these items, knowledge, skill, and personal attributes, were included in a three-part assessment instrument. The instrument was administered to 69 college chemistry professors selected at random and to 37 high school chemistry teachers. The results reveal that the college professors universally identified student personal attributes as significantly more important for incoming students to possess over specific knowledge and skills included in the ACS-NSTA Achievement Examination. Chemistry professors do not find items commonly used to assess success in high school chemistry as important attributes for incoming students to possess. Conversely, high school chemistry teachers regard the knowledge and skill items to be more important for college preparation than personal attributes. 相似文献
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Nicole DiDonato-Barnes Helenrose Fives Emily S. Krause 《Assessment in Education: Principles, Policy & Practice》2014,21(1):90-108
We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not response process evidence scores. Furthermore, we found that treatment participants were able to accurately complete the TOS tool and choose items that reflected the subject matter specified in the TOS tool. However, they experienced difficulty selecting items at the cognitive level specified in the TOS tool. 相似文献
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Achievement in mathematics, science, biology, chemistry, and other school subjects requiring abstract reasoning on spatial relationships is favored by mental rotation abilities, that is by the capability to mentally manipulate objects in space. This suggests the need to develop effective trainings aimed at improving mental rotation performance. Previous research focused mostly on practice with spatial tasks. Since motivational beliefs, gender stereotypes and self-confidence can affect performance, this research tested the hypothesis that a training including motivational aspects will be effective as well. Two intervention studies with high school students (n = 122 and n = 70 respectively) confirmed that a three-session-training based on allowing practice in adopting a holistic strategy to solve the mental rotation items or on fostering effective motivational beliefs increased the mental rotation scores up to 1 SD. The discussion focuses on the characteristics of effective trainings aimed at improving mental rotation abilities in high school students. 相似文献
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This study focused on the development of a two-tier multiple-choice diagnostic instrument, which was designed and then progressively modified, and implemented to assess students' understanding of solution chemistry concepts. The results of the study are derived from the responses of 756 Grade 11 students (age 16–17) from 14 different high schools who participated in the study. The final version of the instrument included a total of 13 items that addressed the six aspects of solution chemistry, and students' understandings in the test were challenged in multiple contexts with multiple modes and levels of representation. Cronbach alpha reliability coefficients for the content tier and both tiers of the test were found to be 0.697 and 0.748, respectively. Results indicated that a substantial number of students held an inadequate understanding of solution chemistry concepts. In addition, 21 alternative conceptions observed in more than 10% of the students were reported, along with discussion on possible sources of such conceptions. 相似文献
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依据SOLO分类理论对2020年实施新高考的北京、天津、山东、海南四省市普通高中学业水平等级考试化学试题的能力结构进行比较分析,探查试题的命制特点和规律。研究发现:2020年四省市化学试题在SOLO各结构水平层次上均有涉及,多元结构水平和关联结构水平试题占比较高,体现了试题的选拔性;试题中各知识模块的SOLO结构水平层次分布整体均衡,试题内容全面,注重对基础知识的考查,体现了试题的基础性。为了进一步优化化学课堂教学、促进学生全面发展,中学化学教师可以从以下几个方面着手:对标学业质量标准,统筹规划教学的深度与广度;重视实际问题解决,加强学科素养和关键能力的培养;加强教学情境创设,重视创新意识和迁移应用能力的培养;优化课堂教学设计,重视学生高阶思维能力的培养。 相似文献
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The present investigation focused upon the use of a choice-dependent associational strategy by hearing-impaired students during a test of reading comprehension. An analysis of selected test items from the Stanford Achievement Test indicated that hearing-impaired students significantly favoured answers based upon association cues unrelated to the overall meaning of the preceding paragraph or stimulus sentence. The use of this strategy was highly stable over time; nearly seven of every ten students who used the strategy during an initial test administration reused the strategy a year later. Significant numbers of students also shifted away, after the year's interval, from the selection of correct answers or other incorrect distractor choices to the selection of the association-based answers. Finally, those students with the most profound hearing losses were even more likely to use and reuse the strategy, suggesting that hearing-impaired students are limited in those reading skills required for inferential processing and thus rely upon more concrete and comprehensible semantic cues. 相似文献
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张学刚 《沈阳教育学院学报》2010,12(5):51-54
采用问卷调查的研究方法,从9个方面调查了大学生对英语校内测试的意见,运用SPSS统计软件对所得数据进行统计分析,指出了大学英语校内测试存在的不足,并从能力范围、考试题型和成绩评定三个方面提出了改进大学英语校内测试模式的建议。 相似文献
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引入科研性实验,促进实验教学改革 总被引：1，自引：6，他引：1
针对目前药物化学实验教学中实验项目的设置单一性、重复性的问题，提出了引入科研性实验的改革思路和具体实施措施，完善了实验教材中实验项目的知识结构，丰富了实验内容，加强了不同课程知识间的横向联系，更好地培养学生勇于探索和善于发现问题、分析问题、解决问题的科研意识以及胆大心细、实事求是的工作态度，不仅使学生巩固和加强了药物化学的理论知识和操作技能，而且学到了必要的科研思路和方法，为今后从事药物研究与开发工作奠定了一定基础。 相似文献
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LaKeisha M. McClary 《International Journal of Science Education》2013,35(15):2317-2341
The central goal of this study was to create a new diagnostic tool to identify organic chemistry students’ alternative conceptions related to acid strength. Twenty years of research on secondary and college students’ conceptions about acids and bases has shown that these important concepts are difficult for students to apply to qualitative problem solving. Yet, few published studies document how students’ prior knowledge of acids influences their understanding of acid strength in organic chemistry contexts. We developed a nine-item multiple-tier, multiple-choice concept inventory to identify alternative conceptions that organic chemistry students hold about acid strength, to determine the prevalence of these conceptions, and to determine how strongly these conceptions bias student reasoning. We identified two significant alternative conceptions that organic chemistry students hold about acid strength. Students who answered items incorrectly were more confident about their answers than peers who answered items correctly, suggesting that after one semester of organic chemistry, students do not know what they do not know. Implications for the teaching of acid strength are discussed. 相似文献
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Submicrorepresentations (SMR) could be an important element, not only for explaining the experimental observations to students,
but also in the process of evaluating students’ knowledge and identifying their chemical misconceptions. This study investigated
the level of students’ understanding of the solution concentration and the process of dissolving ionic and molecular crystals
at particulate level, and identifies possible misconceptions about this process. Altogether 408 secondary school students
(average age 16.3) participated in the study. The test of chemical knowledge was applied and the analysis of four selected
problems related to drawing SMRs in solution chemistry is presented. Selected students were also interviewed in order to gain
more detailed data about their way of solving problems comprised in the knowledge test. The average achievement on solution
chemistry items was only 43%. It can be concluded from the results that students have different misconceptions about arrangements
of solute particles in the solution and presentation of its concentration at particulate level. Students show quite low achievement
scores on the problem regarding drawing the SMR of ionic substance aqueous solution (7.6% correct answers) and even lower
ones on the problem regarding drawing the SMR of diluted and saturated aqueous solutions of molecular crystal (no completely
correct answers). It can be also concluded that many different misconceptions concerning the particulate level of basic solution
chemistry concepts can be identified. In the conclusion some implications for teaching to reach a higher level of understanding
of solution chemistry are proposed. 相似文献
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Rats were presented with 2, 4, 6, 8, or 10 spatial locations on a 12-arm radial maze and on a subsequent test were required to choose between a place previously visited and a novel place. The animals were reinforced for entering the novel spatial location. During learning, animals showed an increase in errors as the number of places to be remembered increased from 2 to 8, indicating the use of a retrospective memory code. These animals also showed a decrease in errors as the number of places to remember increased from 8 to 10, indicating the use of a prospective memory code. In an analogous mnemonic task, college students were presented with 2, 4, 6, 8, 10, 12, or 14 Xs, shown one at a time, marked on a grid of 16 squares. On a subsequent test, the college students were asked to choose between a novel X and one that had appeared previously. Subjects were asked to circle the novel X. On the basis of their verbal reports, the subjects were divided into two groups reflecting different memory coding strategies. The subjects who reported a retrospective coding strategy showed an increase in errors as the list length increased. The subjects who reported a retrospective and prospective strategy showed an initial increase in errors for list lengths of 2 to 8 items followed by a decrease in errors for list lengths of 8 to 14 items. The results are interpreted to reflect a correspondence between animals and humans in the use of coding strategies aimed at facilitating memory performance for long lists of information. 相似文献
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Kristel M. Gallagher 《College Teaching》2017,65(4):164-171
Students often struggle to recall information on tests, frequently claiming to experience a “retrieval failure” of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier. Specifically, I examined whether embedding salient information from class lectures in test items as retrieval cues enhanced student performance on tests. In two studies, including both an upper- and lower-division course, student performance on identical test items with and without retrievals was compared. Student performance varied significantly depending on whether retrieval cues were embedded in the items, and in both courses the difference was at least a half letter grade (study 2) or more (study 1). These results suggest that the selective use of retrieval cues on tests may be an effective strategy for helping students overcome retrieval failure on tests. 相似文献
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Miller M 《American annals of the deaf》2008,152(5):441-449
Development of valid receptive sign vocabulary tests and the influence of sign iconicity on test performance were investigated. Forty items were taken from the Peabody Picture Vocabulary Test-Revised (Lloyd M. Dunn & Leota M. Dunn, 1982). For each target item, three alternative distractor items were developed to draw nonsigning participants away from a perceptual matching strategy. The sample comprised 34 deaf signing undergraduates and 36 hearing nonsigning undergraduates. Deaf students outperformed hearing students on both sets of items. Hearing students' scores on the original items were significantly higher than on the manipulated items, but both exceeded chance level (25%), indicating that many of the items were iconic for this sample. Complete elimination of iconicity is difficult for sophisticated participants. Recommendations for development of tests for signing deaf students include involvement of nonsigning hearing participants to reduce the effects of iconicity in obtaining valid results. 相似文献