在化学实验课上通过形成性行动和反馈提高自学能力和质量--一种有用的模式

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Michel van der Eijk, Urjan Jacobs, Christiaan Tempelman
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引用次数: 0

摘要

本文介绍了一种新颖的方法,通过实施简单的形成性评估,提高一年级基础化学理论/实践混合课程(n = 31 名学生)的学生成功率。这种方法遵循鼓励学生自我控制的理念,以降低学生的辍学率。最重要的是训练本科一年级学生的自学能力,提高他们的评价判断能力。因此,学生能够在课程结束时提供更高质量的评估产品。在实践中,对课程进行了重新设计,并在整个课程的多个层面整合了干预工具。讲师的角色被调整为辅导角色,从而引入了低强度的个性化微干预,以满足学生的个性化需求。为了明确学生的这些学习需求,对最终评估产品所需质量的认识非常重要。通过在课程中提供不同质量的范例和引入多个互评和自评时刻,提高了学生的认识。对课程考试产品的最终评估表明,采用这种方法后,实验笔记本的质量大大提高。此外,学生们还学到了其他重要技能,如自学能力、实践工作中的合作以及给予和接受反馈。意想不到的是,学生认为讲师的工作量大大减少。本文介绍的工作以模型和实用蓝图的形式提供了一种新颖的方法,为实用化学课程设计提供了工具,培养了学生的自学能力,从而大大提高了学生的成功率。在我们的示例课程中,使用这种新方法后,学生的最终成功率从 83% 提高到 95%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enhancing self-learning skills and quality through formative actions and feedback within chemistry classes in the laboratory – A useful model

In here a novel method is described to improve student success rates in a first-year basic chemistry theoretical/practical hybrid course (n = 31 students) by implementing simple ways of formative assessment. This to reduce student dropout rates following the philosophy of encouraging students’ self-control. Essential is to train first-year bachelor students in their self-learning skills and to enhance their evaluative judgment. As a result, students are able to provide better quality of the assessment products at the end of the course. In practice the course is redesigned and intervention tools are integrated at multiple levels throughout the course. The lecturers’ role was adapted to a coaching role, thereby introducing low-effort personalized micro-interventions to meet the personalized needs of students. To clarify these learning needs for students, awareness of the quality desired for the final assessment products is important. Awareness was improved by providing examples of varying quality and introducing multiple peer- and self-assessment moments during the course. The final evaluation of the course examination products showed that the quality of the laboratory notebook was substantially higher after following this approach. Additionally students learned other important skills such as self-learning skills, collaborating in practical work and giving and receiving feedback. Unexpectedly, the high perceived lecturers’ workload decreased. The work presented here provides a novel approach in the form of a model and a practical blueprint with tools for a practical chemistry course design which develops students’ self-learning skills thereby substantially improving student success rates. In our example course, the ultimate student success rate increased form 83 % to 95 % after using this novel approach.

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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
期刊介绍: Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning
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