Looking for Links: Examining Student Responses in Creative Exercises for Evidence of Linking Chemistry Concepts

Autor/inn/en	Ye, Li; Lewis, Scott E.
Titel	Looking for Links: Examining Student Responses in Creative Exercises for Evidence of Linking Chemistry Concepts
Quelle	In: Chemistry Education Research and Practice, 15 (2014) 4, S.576-586 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c4rp00086b
Schlagwörter	Chemistry; Scientific Concepts; Science Education; Science Instruction; Teaching Methods; Prompting; Learning Activities; Qualitative Research; Responses; Concept Formation; Misconceptions; Accuracy; Evaluation Methods; Student Evaluation; Undergraduate Students + Suchen Sie Ihr Suchwort? Chemie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Lernaktivität; Qualitative Forschung; Concept learning; Begriffsbildung; Missverständnis; Schulnote; Studentische Bewertung
Abstract	Assumptive Learning Theory values the active process of linking concepts to promote meaningful over rote learning. To promote meaningful learning, assessment practices that encourage the linking of concepts need to be developed and utilized. Creative Exercises (CEs) have the potential to encourage such links. CEs are an open-ended assessment technique where students are given a single prompt and are asked to describe as many statements as they can that are distinct, correct, and relevant to the prompt. This study describes a qualitative investigation into student responses to CEs for evidence of students linking concepts throughout the course and the nature of the linked concepts. The findings indicate considerable interconnections of content in student responses. Further, students' efforts toward making connections revealed several misconceptions regarding their understanding of the limits of models. CEs are therefore proposed as a means to encourage students to link concepts and to inform instructors about the links made, both correctly and incorrectly. Finally, to determine the prevalence of the incorrect links, a novel assessment technique is proposed based on students' responses to CEs. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01