Students' Ability to Work with the Periodic Table: The Use of Three-Tier Tasks

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/44555601:13430/24:43898578

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Students' Ability to Work with the Periodic Table: The Use of Three-Tier Tasks

Popis výsledku v původním jazyce

This study investigated students&apos; 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&apos; 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&apos; 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&apos; 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&apos; 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.

Název v anglickém jazyce

Students' Ability to Work with the Periodic Table: The Use of Three-Tier Tasks

Popis výsledku anglicky

This study investigated students&apos; 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&apos; 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&apos; 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&apos; 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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Chemical Education

ISSN

0021-9584

e-ISSN

1938-1328

Svazek periodika

101

Číslo periodika v rámci svazku

11

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

4590-4602

Kód UT WoS článku

001333416400001

EID výsledku v databázi Scopus

2-s2.0-85206521713