This study has an objective to look for the impact of the type of questions given in assessments about students’ results and to measure the capacity of synthesis for them. In fact, we had analysed the students’ answer related to exercise that is a part of the subject of the first control about thermochemistry concerning the first university level science of chemistry subject in 2014. The recorded results show that when useful figures are designed in enunciations students have ability to move easily to the next stages and could find out easily adequate answers, but when the question is without indication students are lost in the choice of the figures that are part of the exercise. These results push us to prepare lecture about given subjects of the national exam Bac: mathematics, chemistry and physics as well tests and interviews to have an access to high schools in Morocco (limited access).
Keywords: Assessment, students’ level, thermochemistry, capacity of synthesis.
Improving problem solving abilities is a major challenge for teachers generally and mainly in chemistry and physics, Such concepts as entropy require a lot of work from bo sides, and often students and teachers feel powerless to advance in their search for expertise acquisition, In this article, we try to implement a new perspective based on the theoretical model of expertise development, Vygotsky’s theory and collaborative learning. Didactic problems is not a technical issue that can be solved by introducing content changes only. In fact, didactic issues are more complex than that. We think that didactic researchers and specialists will have to react as program engineers but also as social actors able to empower the actors to be autonomous in the learning processes and the problem solving issues. Team supervises work, in Vygotsky’s perspective can help students achieve their proximal zone development. The criterion referenced theory is also another important aspect in our approach, it make the focus on the criteria to be achieved on the distribution of group norms. On the other side, historical, ideological and linguistic issues cannot be missed to bring a comprehensive analysis of didactic problems.
This study's objective is to find the impact of the type of questions asked in assessments on students' results and to measure their capacity of synthesis. Also, we had analysed students' answer related to exercise that is a part of the subject of the first control about thermochemistry concerning the first university level science of chemistry subject in 2014. The recorded results show that when useful figures are designed in enunciations, students have ability to move easily to the next stages and could find out easily adequate answers, but when the question is without indication, students are lost in the choice of the figures that are part of the exercise. This problem is concerning the majority of students in different levels. These results push us to prepare lecture for subjects of the national exam Bac: mathematics, chemistry and physics as well as tests and interviews to have an access to high schools in Morocco.
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