Assessment Tasks to Measure Systems Thinking and Critical Thinking in Organic Chemistry

Timofte, Roxana S.; Popuș, Bianca T.

doi:10.2478/achi-2019-0016

Cited by 4 publications

(4 citation statements)

References 19 publications

(25 reference statements)

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“…In three assessments, participants were provided a partial diagram (Hrin et al, 2017; Timofte & Popuș, 2019) or graph (Booth Sweeney & Sterman, 2000) and asked to fill in elements that were blank or not drawn. For example, the assessments by Timofte and Popuș (2019) and Hrin et al (2017), which used systemic assessment questions (see Appendix ), provided a diagram to be filled in. These assessments were categorized as both mapping and fill‐in‐the‐blank.…”

Section: Resultsmentioning

confidence: 99%

Systems thinking assessments in engineering: A systematic literature review

et al. 2021

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Engineers, facing increasingly complex problems, need to understand the technical and contextual aspects of their work to develop effective solutions. Assessments of comprehensive systems thinking skills are needed to support the development of these skills and to inform professional placement. Thus, our study investigated current systems thinking assessments in engineering by systematically reviewing existing assessments. We analyzed which systems thinking skills were emphasized, how they were evaluated, how data were collected and in what content areas assessments were based. The results revealed a range of assessments, in terms of type, format, and content area, but a lack of assessments that equally prioritized accounting for technical and contextual considerations. This overview of assessments can be used by employers and educators to select assessments appropriate for their contexts and goals. Overall, this study demonstrates a need for comprehensive systems thinking assessments that evaluate performance.

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Section: Resultsmentioning

confidence: 99%

Systems thinking assessments in engineering: A systematic literature review

et al. 2021

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“…(2019) The lecturers taught critical and system high order thinking skills in learning organic chemistry (Timofte & Popuș, 2019), with the application of the flipped classroom (Rocabado et al, 2019 andBroman &Johnels, 2019) and Bridge activity which is transits the activity from pre-class preparation to in-class learning (Stewart & Dake, 2019). Organic chemistry was also taught using a card game designed to help students understand the substitution and elimination reactions of alkyl halides named CHEMCompete (Camarca et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Furthermore, the problem-solving scaffold approach developed by (Bodé & Flynn, 2016;Sloop et al, 2016), as well as the building framework for improving student mechanistic reasoning in organic chemistry (Caspari et al, 2018), was used to improve their problem solving skills and problem-solving of thinking (Stowe & Cooper, 2017). Timofte and Popuș (2019) stated that critical and systems thinking skills were used to seek and correlate students' knowledge of chemistry (Horowitz et al, 2013),…”

Section: Resultsmentioning

confidence: 99%

Techniques adopted in teaching students organic chemistry course for several years

Sukmawati

2020

jipi

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Organic chemistry is a compulsory course for both science and science education students. Therefore a proper course design is needed to ease the understanding of the concepts considered difficult in terms of learning activities, application of technology, and innovation in the curriculum structure. Various studies have been carried out to solve problems in organic chemistry courses, with the majority focused on concept mastery due to students' difficulty. Furthermore, their thinking skills need to be improved after graduating from the university in accordance with the 21st century, which is associated with the application of technology and curriculum modification. The results showed that most studies in organic chemistry courses focused on improving students' concept, understanding, and thinking abilities. Therefore, little application of technology and curriculum modification is still needed in the innovation of organic chemistry courses, especially in applying technology. In conclusion, courses related to organic chemistry still need innovation, especially in the application of technology. This research can serve as a reference for developing organic chemistry learning in the future.

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“…Problem S8, measuring students' understanding of the physical properties of alkane compounds, but with a higher level of difficulty, and explore students' analytical skills to answer these questions (S8). The results of this analysis indicate that questions that look simple in measuring the physical characteristics of alkane compounds will be difficult with the form of questions that require analytical power on alkane compounds, especially on the structure of cyclic alkanes (Timofte and Popuș 2019). S1 and S3 are the questions that are considered the easiest by students.…”

Section: Item Validitymentioning

confidence: 99%

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

Mulyanti

Suwahono

Setiowati

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to test the feasibility of the test instrument as a measuring tool for student knowledge of alkane compounds in the online form of 15 multiple choice questions on the concept of characteristics, physical properties, and nomenclature of alkanes. The questions were tested on 85 students who had studied the subject of alkanes. The feasibility analysis includes the level of problem difficulty, construct validity, content validity, and reliability. The results of the analysis show that the items developed are feasible according to the Rasch model.

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Assessment Tasks to Measure Systems Thinking and Critical Thinking in Organic Chemistry

Cited by 4 publications

References 19 publications

Systems thinking assessments in engineering: A systematic literature review

Systems thinking assessments in engineering: A systematic literature review

Techniques adopted in teaching students organic chemistry course for several years

Validity Analysis Using the Rasch Model in the Development of Alkane Concept Test Instruments

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