The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students' performance in the field of inorganic reactions, as well as to examine how the applied instruction influences students' assessment of invested mental effort. The total sample of this research included 313 high school students. The survey was conducted during the 2012−2013 school year. As a measuring instrument for student performance, a two-tier multiple-choice test of knowledge was used. Each task in the test was followed by a seven-point Likert-type scale for evaluation of invested mental effort. Our findings indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students' performance and also contributes to the reduction of cognitive load. The obtained results for calculated mental efficiency suggest that the applied instructional model represents an effective teaching model.
This study describes the development
and application of a three-tier
test as a valid and reliable tool in diagnosing students’ misconceptions
regarding some basic concepts about carbohydrates. The test was administrated
to students of the Pharmacy Department at the University of Bijeljina
(Serb Republic). The results denoted construct and content validity
of the instrument and its high reliability. Considering the results
entirely, it was determined that the presence of a third tier in a
task significantly affected the number of identified misconceptions
and the assessment of scientific knowledge. These findings suggest
that certain incorrect responses should be attributed to the lack
of knowledge rather than to misconceptions, and likewise, some correct
responses should be attributed to the lucky guess rather than to scientific
knowledge, which implies a higher credibility of the results obtained.
In this study, several misconceptions about carbohydrates were revealed.
As there are only a few studies examining students’ misconceptions
in chemistry using three-tier tests available in literature, future
research should focus on the further implementation of three-tier
tests as a powerful tool for simple detection of misconceptions.
The aim of this study was the creation of a procedure for determining the cognitive complexity of stoichiometric tasks and its validation. The created procedure included an assessment of the difficulty of concepts and skills, and an assessment of the concepts' interactivity. There were 82 students who participated in the study, with an educational profile of a pharmaceutical technician. As a research instrument for assessing performance, test of knowledge was used. Each task in the test was followed by a seven-point Likert scale for the evaluation of invested mental effort. The validity of this instrument for the assessment of cognitive complexity was confirmed by a series of linear regression analysis where extremely high values of correlation coefficients are obtained among the examined variables: student's performance and invested mental effort (dependent variables) and cognitive complexity (independent variable).Key words: mental effort; performance; problem-solving; stoichiometry
РАЗВОЈ НА ПОСТАПКА ЗА ПРОЦЕНА НА КОГНИТИВНА СЛОЖЕНОСТ НА СТЕХИОМЕТРИСКИТЕ ЗАДАЧИЦелта на ова испитување е создавање на постапка за определување на когнитивната сложеност на стехиометриските задачи и нејзина валидација. Разработената постапка вклучува процена на тежината на концептите и вештините и процена на интерактивност на концептите. Во испитувањето беа вклучени 82 студенти со образовен профил фармацевтски техничар. Како истражувачки инструмент за процена на перформансите беше употребен тест на знаење. Секоја задача во тестот беше следена на скалата на Likert од седум точки за евалуација на вложениот ментален труд. Валидноста на овој инструмент за процена на когнитивната сложеност беше потврдена со серија анализи со линеарна регресија со кои беа добиени многу високи вредности на коефициентот на корелација меѓу испитуваните променливи: перформансите на студентите и вложениот ментален труд (зависно променливи) и когнитивна сложеност (независно променлива).Клучни зборови: ментален труд; перформанси; решавање на проблеми; стехиометрија
This paper presents a research directed to examine the relation between students' metacognitive awareness and physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia. Obtained results were treated statistically. Results analysis shows that 15 years old girls have higher level of metacognitive awareness than 15 years old boys. It is shown that achievement in physics is not dependent on gender.The results indicate significant moderate correlation between metacognitive skills and student achievement in physics (r = 0.48473, p < 0.001). Important insights about metacognitive awareness and efficiency in physics learning have been generated. Our study has highlighted the benefits of developing metacognitive awareness to achieve better results in physics teaching-learning process.
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