Using Digital Badges for Developing High School Chemistry Laboratory Skills

Autor/inn/en	Hennah, Naomi; Seery, Michael K.
Titel	Using Digital Badges for Developing High School Chemistry Laboratory Skills
Quelle	In: Journal of Chemical Education, 94 (2017) 7, S.844-848 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seery, Michael K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00175
Schlagwörter	Science Instruction; Chemistry; High School Students; Science Laboratories; Laboratory Procedures; Video Technology; Telecommunications; Evaluation Methods; Recognition (Achievement); Information Storage; Secondary School Science; College Science; Foreign Countries; Student Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Laboruntersuchung; Telekommunikationstechnik; Soziale Anerkennung; Informationsspeicherung; Ausland; Schülerbefragung; Großbritannien
Abstract	Digital badges are emerging as an approach to offer microaccreditation for student achievements obtained in ongoing course work. They act to offer a formal recognition and framework for multiple small components which together make a significant contribution to student learning. Badges are promoted as a way of highlighting these particular components. The process of awarding a badge relies on evidence, typically in digital form, such as video. In this article, we report on the implementation of digital badges in high school chemistry for the teaching and accrediting of achievement in laboratory skills. Pupils watched videos prior to the classroom to assist them in preparation for a demonstration activity. In the classroom, students demonstrated the laboratory technique to a peer while the peer videoed the demonstration on a mobile phone. This video was then used to review the demonstration by both peers and teacher, and once the technique was considered satisfactorily demonstrated, a badge was awarded. As well as development of laboratory technique, the badging process facilitated the formal incorporation of oracy into the classroom. Demonstration required narration, and review required discussion between peers as well as discussions arising out of the demonstration with the teachers. We report here how the activities were organized, along with perceptions from students and teachers regarding the value of this approach in the classroom. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01