A Novel Practical Pedagogy for Terminal Assessment

Autor/in	Hennah, Naomi
Titel	A Novel Practical Pedagogy for Terminal Assessment
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 1, S.95-106 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hennah, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00186c
Schlagwörter	Science Instruction; Secondary School Science; Foreign Countries; Science Process Skills; Scientific Concepts; Chemistry; Teaching Methods; Science Achievement; Science Laboratories; Recall (Psychology); Student Attitudes; Educational Technology; Technology Uses in Education; Rewards; Grades (Scholastic); United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Abberufung; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reward; Belohnung; Notenspiegel
Abstract	The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students' retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if these students are to minimise any discrepancy in attainment that may arise from following curricula with a coursework component. The novel design, underpinned by Cognitive Load Theory and Social Constructivism, involves pre-laboratory preparation and employs oracy to promote thinking during practical work. Three equivalent chemistry groups within the same school undertook neutralisation and crystallisation practical tasks and their practical work exam question attainment data is analysed. The novel pedagogy is trialled as a neutralisation task with one group and affective outcomes are determined through Likert scale activity feedback questionnaire. Attainment data shows a statistically significant higher mark in practical exam question attainment for the intervention compared to the control group when tested ten weeks after the teaching episode. Contains notes and references. (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