Developing Students' Problem-solving Skills Using Learning Tasks: An Action Research Project in Secondary School
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10433229" target="_blank" >RIV/00216208:11410/21:10433229 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1p8qH3yWt6" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1p8qH3yWt6</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.17344/acsi.2021.7082" target="_blank" >10.17344/acsi.2021.7082</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Developing Students' Problem-solving Skills Using Learning Tasks: An Action Research Project in Secondary School
Popis výsledku v původním jazyce
The study aimed at improving upper-secondary school students' problem solving skills in chemistry lessons. They were given a pre-test in the form of problem tasks focused on their conceptual knowledge regarding the periodic table, ability to apply knowledge on the factors affecting chemistry reaction rate and compounds' properties. Most students (72 out of 112) did not succeed to solve the tasks. For this reason, an intervention was designed based on a follow up study using eye-tracking combined with think-aloud. It consisted of students' working on PISA-like problem tasks with a special scaffolding. A teacher provided formative assessment promoting students' expansive strategies. The intervention's effect was again assessed using problem tasks. The results showed the action plan was successful in helping the majority of students reach more than half of the test-points. The ratio of successful solvers also rose and unsuccessful significantly declined.
Název v anglickém jazyce
Developing Students' Problem-solving Skills Using Learning Tasks: An Action Research Project in Secondary School
Popis výsledku anglicky
The study aimed at improving upper-secondary school students' problem solving skills in chemistry lessons. They were given a pre-test in the form of problem tasks focused on their conceptual knowledge regarding the periodic table, ability to apply knowledge on the factors affecting chemistry reaction rate and compounds' properties. Most students (72 out of 112) did not succeed to solve the tasks. For this reason, an intervention was designed based on a follow up study using eye-tracking combined with think-aloud. It consisted of students' working on PISA-like problem tasks with a special scaffolding. A teacher provided formative assessment promoting students' expansive strategies. The intervention's effect was again assessed using problem tasks. The results showed the action plan was successful in helping the majority of students reach more than half of the test-points. The ratio of successful solvers also rose and unsuccessful significantly declined.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2021
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Acta Chimica Slovenica
ISSN
1318-0207
e-ISSN
—
Svazek periodika
68
Číslo periodika v rámci svazku
4
Stát vydavatele periodika
SI - Slovinská republika
Počet stran výsledku
11
Strana od-do
1016-1026
Kód UT WoS článku
000755131500025
EID výsledku v databázi Scopus
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