Could Competence-Based Chemistry Teaching in Secondary School Harm Students' Performance in Upper Traditional Exams?

Autor/inn/en	Lopez-Simo, Victor; Grimalt-Alvaro, Carme; Sanmarti, Neus
Titel	Could Competence-Based Chemistry Teaching in Secondary School Harm Students' Performance in Upper Traditional Exams?
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.754-767 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lopez-Simo, Victor) ORCID (Grimalt-Alvaro, Carme) ORCID (Sanmarti, Neus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00179a
Schlagwörter	Grade 9; Competency Based Education; Chemistry; Science Instruction; Science Tests; Teaching Methods; Grade 8; Scores; Foreign Countries; Secondary School Science; Grades (Scholastic); Spain + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Notenspiegel; Spanien
Abstract	In this research, we have explored the possible differences in students' performance in grade nine chemistry exams that could have been influenced by a different instructional approach in grade eight. We compared two groups of students: one group had received a transmissive propaedeutic approach in grade eight (especially related to the memorising the Periodic Table and mastering the rules of chemical nomenclature), and another group had received competence-based instruction in grade eight (more emphasis on modelling and inquiry activities). Both groups were homogeneously mixed at the end of grade eight, and they both received a transmissive approach in grade nine. Data were gathered through four exams over grade nine in both groups, and final course grades were also retrieved and compared. We found significant differences in assessment scores between both groups at the beginning of grade nine, but those differences were not found in subsequent assessments and in students' final grades. Therefore, our results would suggest a scarce effect of the instruction of formal and propaedeutic content in grade eight, as all students could reach the same level regardless of the instruction received in the previous year. (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	2024/1/01