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ERIC Number: EJ1202267
Record Type: Journal
Publication Date: 2019-Jan
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1756-1108
A Novel Practical Pedagogy for Terminal Assessment
Hennah, Naomi
Chemistry Education Research and Practice, v20 n1 p95-106 Jan 2019
The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students' retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if these students are to minimise any discrepancy in attainment that may arise from following curricula with a coursework component. The novel design, underpinned by Cognitive Load Theory and Social Constructivism, involves pre-laboratory preparation and employs oracy to promote thinking during practical work. Three equivalent chemistry groups within the same school undertook neutralisation and crystallisation practical tasks and their practical work exam question attainment data is analysed. The novel pedagogy is trialled as a neutralisation task with one group and affective outcomes are determined through Likert scale activity feedback questionnaire. Attainment data shows a statistically significant higher mark in practical exam question attainment for the intervention compared to the control group when tested ten weeks after the teaching episode. Contains notes and references.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)