Exploring Novel Tools for Assessing High School Students' Meaningful Understanding of Organic Reactions

Autor/inn/en	Vachliotis, Theodoros; Salta, Katerina; Vasiliou, Petroula; Tzougraki, Chryssa
Titel	Exploring Novel Tools for Assessing High School Students' Meaningful Understanding of Organic Reactions
Quelle	In: Journal of Chemical Education, 88 (2011) 3, S.337-345 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed9000415
Schlagwörter	Constructivism (Learning); Concept Mapping; Scientific Concepts; Program Effectiveness; Grade 11; High School Students; Teaching Methods; Organic Chemistry; Foreign Countries; Investigations; Validity; Reliability; Science Education; Greece + Suchen Sie Ihr Suchwort? Concept Map; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Organische Chemie; Ausland; Untersuchung; Gültigkeit; Reliabilität; Naturwissenschaftliche Bildung; Griechenland
Abstract	Systemic assessment questions (SAQs) are novel assessment tools used in the context of the Systemic Approach to Teaching and Learning (SATL) model. The purpose of this model is to enhance students' meaningful understanding of scientific concepts by use of constructivist concept mapping procedures, which emphasize the development of systems thinking. In this study, we preliminarily investigated whether specific SAQs forms are potentially valid and reliable tools for assessing 11th grade Greek high school students' meaningful understanding of organic reactions. Thus, we designed and comparatively tested two "fill-in-the blank" SAQs with specific characteristics, differing in their degree of directedness, their cognitive demands, and their systemic diagrams' complexity. The results indicated that SAQs under study have acceptable validity and reliability as evaluation tools for 11th grade high school students. Additionally, the SAQ form that incorporates a more complex systemic diagram and is "less-directed" and more demanding for the examinees was found to be more appropriate for capturing students' meaningful understanding of organic reactions. (Contains 4 tables and 5 figures.) (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	2017/4/10