<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when diagnosing the depth and type of student knowledge. Our research analysed the relationship between the student assessment in chemistry and their success in solving memory, algorithmic and conceptual tasks at symbolic, submicroscopic and macroscopic levels. The testing focused on chemical equilibrium, because this topic is appropriate to design and test the tasks. The collected data was evaluated by one-factor ANOVA analysis. We expected that, in comparison to average and weak learners, the excellent ones should be significantly more successful in tackling all the types of tasks and at all levels. However, our findings indicate that this assumption is invalid in the case of conceptual tasks, i.e. the understanding the depth of chemical concepts does not always correlate with the student assessment.</p></abstract>

Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when diagnosing the depth and type of student knowledge. Our research analysed the relationship between the student assessment in chemistry and their success in solving memory, algorithmic and conceptual tasks at symbolic, submicroscopic and macroscopic levels. The testing focused on chemical equilibrium, because this topic is appropriate to design and test the tasks. The collected data was evaluated by one-factor ANOVA analysis. We expected that, in comparison to average and weak learners, the excellent ones should be significantly more successful in tackling all the types of tasks and at all levels. However, our findings indicate that this assumption is invalid in the case of conceptual tasks, i.e. the understanding the depth of chemical concepts does not always correlate with the student assessment.

Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers

Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences

Chemistry-Didactics-Ecology-Metrology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Learning tasks are a great motivation tool in chemistry teaching, necessary in the exposure and fixation part of a teaching process, and also often used when...

Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers

Data publikacji: 24 lut 2020

Zakres stron: 89 - 97

DOI: https://doi.org/10.2478/cdem-2019-0007

Słowa kluczowe
chemical equilibrium, learning task, student assessment

© 2019 Miroslav Prokša et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Verifying the Weight of Different Learning Tasks in Student Assessment by Chemistry Teachers

Data publikacji: 24 lut 2020

Zakres stron: 89 - 97

DOI: https://doi.org/10.2478/cdem-2019-0007

Słowa kluczowechemical equilibrium, learning task, student assessment

© 2019 Miroslav Prokša et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
chemical equilibrium, learning task, student assessment