Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example

Abstract

In this paper, we describe the structure, development, and validation process of customized pedagogical kits (CPKs) for differentiated instruction (DI) in chemistry. The CPKs rely on the DI approach, comprising varied pedagogical activities (e.g., games, inquiry activities, puzzles, simulations, models) designed as treatments, to help chemistry teachers personalize their teaching according to students’ misconceptions. The kits are based on the response to intervention (RTI) model, where the teacher applies an ongoing evaluation to meet the individual student’s needs within an evolutionary flexible process of learning. Each kit includes a diagnostic task, its characterization, pedagogical treatments for diagnosed misconceptions, and an assessment task, to evaluate the effectiveness of the treatments implemented in the classroom. The kits are developed along relevant literature criteria for using DI strategies and are based on constant validation and ongoing assessment, as demonstrated in the Redox-reaction CPK development. The validation and impact of the CPK on students’ achievements are supported by 25 chemistry teachers that implemented the full kit in their classrooms. Furthermore, the CPKs developed in the present research have succeeded in resolving many of the difficulties and challenges mentioned in the literature as obstructing the implementation of DI.

Competencies of Teachers in Game-based Pedagogy

“…Based on our research, we propose the term "game-based pedagogy, " or GBP, to describe a pedagogy that incorporates elements of four distinct game-based perspectives (Easa & Blonder, 2022;Mutmainah & Mahfida, 2021;Nurdiana & Suryanto, 2021) These approaches are the use of games for learning, entertainment, the creation of games, and the application of game elements to non-game settings (i.e. gamification).…”

Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences

“…Using formative assessment during science camp was also documented . Easa and Blonder developed customized pedagogical kits to help chemistry teachers personalize their teaching according to students’ misconceptions . As is visible, the research on the implementation of FA into chemistry education is more focused on the implementation of formative assessment or feedback rather than FACTs.…”

“…As is visible, the research on the implementation of FA into chemistry education is more focused on the implementation of formative assessment or feedback rather than FACTs. Early research describing using FA in chemistry education appeared only during the past decade and mostly in the United States and Western Europe. − Meanwhile, using this kind of assessment in the rest of the world is slowly beginning to emerge. ,, …”

“… 43 Easa and Blonder developed customized pedagogical kits to help chemistry teachers personalize their teaching according to students’ misconceptions. 44 As is visible, the research on the implementation of FA into chemistry education is more focused on the implementation of formative assessment or feedback rather than FACTs. Early research describing using FA in chemistry education appeared only during the past decade and mostly in the United States and Western Europe.…”

“… 39 − 42 Meanwhile, using this kind of assessment in the rest of the world is slowly beginning to emerge. 6 , 43 , 44 …”