Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course
| Autor: | Dušica D. Milenković, Tamara N. Hrin, Saša Horvat, Mirjana Segedinac |
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| Rok vydání: | 2016 |
| Předmět: |
instructional tool
Process (engineering) 4. Education 05 social sciences Control (management) Higher-order thinking 050301 education 050109 social psychology systemic approach General Chemistry Science education lcsh:Chemistry secondary chemistry education lcsh:QD1-999 Learning methods Organic chemistry assessment tool 0501 psychology and cognitive sciences Systems thinking Dimension (data warehouse) Construct (philosophy) Psychology 0503 education higher-order thinking |
| Zdroj: | Journal of the Serbian Chemical Society, Vol 81, Iss 12, Pp 1455-1471 (2016) |
| ISSN: | 1820-7421 0352-5139 |
| DOI: | 10.2298/jsc160811097h |
| Popis: | Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students’ systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed. [Projekat Ministarstva nauke Republike Srbije, br. 179010] |
| Databáze: | OpenAIRE |
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