Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships

Autor/inn/en	Vachliotis, Theodoros; Salta, Katerina; Tzougraki, Chryssa
Titel	Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships
Quelle	In: Research in Science Education, 44 (2014) 2, S.239-266 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9382-x
Schlagwörter	Science Instruction; Organic Chemistry; Grade 11; High School Students; Secondary School Science; Scientific Concepts; Concept Formation; Thinking Skills; Correlation; Student Interests; Questionnaires; Comprehension; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Organische Chemie; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Denkfähigkeit; Korrelation; Studieninteresse; Fragebogen; Verstehen; Verständnis; Schulnote; Studentische Bewertung
Abstract	The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students' meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students' performance on the applied assessment framework. For this purpose, (a) various types of objective assessment questions were developed and evaluated for assessing meaningful understanding, (b) a specific type of systemic assessment questions (SAQs) was developed and evaluated for assessing systems thinking skills, and (c) the association between students' responses on the applied assessment schemes was explored. The results indicated that properly designed objective questions can effectively capture aspects of students' meaningful understanding. It was also found that the SAQs can elicit systems thinking skills in the context of a formalistic systems thinking theoretical approach. Moreover, a significant relationship was observed between students' responses on the two assessment strategies. This research provides evidence that students' systems thinking level within a science domain is significantly related to their meaningful understanding of relative science concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10