Students' Ability to Work with the Periodic Table: The Use of Three-Tier Tasks
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10486523" target="_blank" >RIV/00216208:11410/24:10486523 - isvavai.cz</a>
Alternative codes found
RIV/44555601:13430/24:43898578
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vx7aIItQhL" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vx7aIItQhL</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1021/acs.jchemed.4c00485" target="_blank" >10.1021/acs.jchemed.4c00485</a>
Alternative languages
Result language
angličtina
Original language name
Students' Ability to Work with the Periodic Table: The Use of Three-Tier Tasks
Original language description
This study investigated students' problem-solving skills related to the periodic table of elements using three-tier tasks. A sample of 513 first-year nonchemical vocational school students from Czechia was selected to explore their knowledge and abilities regarding use of the periodic table in terms of expected outcomes from the national curriculum, i.e., navigate within the table, and understand its underlying concepts. The research addressed three primary questions: the students' ability to use the periodic table as an inductive tool, the influence of various factors on their usage of the table, and the relationship between their overall achievement scores and their understanding of periodic table concepts. Additionally, the study examined the impact of students' confidence levels on their performance, providing a detailed view of metacognitive monitoring within the context of chemistry education. The analysis revealed a significant gap between the students' ability to recall information from the periodic table and their capacity to apply this knowledge effectively. The findings emphasize the need for educational strategies that extend beyond rote memorization to promote the application of knowledge in varied contexts. The use of three-tier tasks was pivotal in identifying misconceptions and reducing false positives, offering educators clearer strategies for enhancing educational outcomes. The study highlighted the challenges students face with complex tasks and suggested the inclusion of tasks with varying difficulty levels to better assess a wider range of abilities. Ultimately, the research underscores the importance of innovative assessment methods like three-tier tasks in improving students' problem-solving capabilities and fostering a deeper understanding of chemistry concepts. By addressing these gaps, educators can better prepare students for advanced scientific inquiry and real-world problem-solving.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Journal of Chemical Education
ISSN
0021-9584
e-ISSN
1938-1328
Volume of the periodical
101
Issue of the periodical within the volume
11
Country of publishing house
US - UNITED STATES
Number of pages
13
Pages from-to
4590-4602
UT code for WoS article
001333416400001
EID of the result in the Scopus database
2-s2.0-85206521713