On the development and assessment of a computer-based learning and assessment environment for the transition from lower to upper secondary chemistry education

Kienast, Stephan; Witteck, Torsten; Eilks, Ingo

doi:10.1039/c3rp00071k

Cited by 9 publications

(11 citation statements)

References 22 publications

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“…Aside from opportunities for better visualization, simulation, and modelling of content, or support for laboratory instruction in science education (e.g. Barnea & Dori, 2000;Burewicz & Miranowicz, 2006;Taskera & Dalton, 2006;Avramiotis & Tsaparlis, 2013) digital media has also proved itself valuable for promoting forms of self-directed and cooperative learning (Bingimlas, 2009;Krause, Kienast, Witteck & Eilks, 2013). If ICT is used to foster more autonomy in learning, it also shows definite potential for raising students' levels of motivation (Rodrigues, 2010).…”

Section: Introductionmentioning

confidence: 99%

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Pietzner

Dori

Eilks

2017

EURASIA J MATH SCI T

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ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers' self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers' attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.

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Section: Introductionmentioning

confidence: 99%

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Pietzner

Dori

Eilks

2017

EURASIA J MATH SCI T

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“…The lesson plan and the associated teaching and learning material were originally designed by the teacher inspired by the idea of the "Tour de Chemie" [13]. The "Tour de Chemie" is a lesson plan developed for self-directed learning with ICT-based self-assessment tests that originally was developed for repeating essential chemical concepts from lower secondary classes at the beginning of upper secondary education.…”

Section: The Lesson Planmentioning

confidence: 99%

“…As there are nine stages altogether, each stage takes a bit less than a week (two to three lesson periods of 45 min each). The students are encouraged to work either alone, in dyads, or in small groups of three to four [13].…”

Section: The Lesson Planmentioning

confidence: 99%

“…This is an active process fostered by autonomous and cooperative learning strategies [9]. Corresponding learning strategies in chemistry might be based in or supported by contemporary information and communication technology (ICT) (e.g., [12,13]).…”

Section: Introductionmentioning

confidence: 99%

“…The topic of the teacher's curriculum innovation interest was teaching chemical bonding according to ideas of student-active learning. The focus of the intervention and research was to promote self-directed and autonomous learning supported by modern ICT inspired by the idea of the "Tour de Chemie" [13] and modern learning environments grounded in the software PREZI [17]. In this paper, the action research design, experience from the curriculum development, and ways of supporting teacher-centered design by a remote participatory action research (PAR) network are discussed.…”

Section: Introductionmentioning

confidence: 99%

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Reflections on a Three-Year-Long Teacher-Centered, Participatory Action Research Experience on Teaching Chemical Bonding in a Swiss Vocational School

Laudonia

Eilks

2018

Education Sciences

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Chemistry is considered to be a difficult subject and chemistry education courses are not very popular among many students. Innovations in the curriculum and pedagogy may help to overcome difficulties in learning as well as motivational problems. Participatory action research (PAR) seems to be a suitable approach for developing such an innovation for the chemistry classroom. This paper reflects on the adoption of a PAR model to teacher-centered action research. A project is discussed aiming at iteratively improving lessons on chemical bonding in a Swiss vocational school. The lesson was focusing on self-determined, autonomous learning in small groups in a multimedia-supported learning environment to foster student motivation for learning. The project is based on the cooperation of a chemistry teacher and a PAR expert group of chemistry teachers operating far away from the school. The cooperation was implemented by synchronous and asynchronous digital communication. The lessons have been cyclically developed over three consecutive years of teaching. The findings from the current study indicate that the implemented practice of action research helped to both improve the teacher’s pedagogical repertoire for his chemistry lessons and contributed to the teacher’s continuing professional development in terms of better understanding how student-centered his lessons should be.

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Supporting self‐directed learning in chemistry education with digital learning environments

Buchholz¹,

Jesgarz²,

Schneeweiß

et al. 2022

Chemkon

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Zusammenfassung: Im Distanzunterrichtmussten dieLernenden in hohemMaß selbstgesteuertund eigenständiglernen [1].Diese Form desLernens lässtsichdurch digitale Lernumgebungen unterstützen undbietetnicht nurP otenziale im Homeschooling, sonderng enerellf ürd en digitalg estütztenC hemieunterricht [2][3][4][5]. Doch wasm ussb ei derE rstellung digitalerL ernumgebungenb eachtetw erden, damitd ie Lernendeno ptimali n ihremL ernprozess unterstütztw erden? Anhand vone mpirischen Ergebnissenl eitenw ir Gestaltungsempfehlungen fürdigitaleLernumgebungenabund zeigen beispielhaft Realisationsmçglichkeitenfürden Chemieunterricht auf.

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On the development and assessment of a computer-based learning and assessment environment for the transition from lower to upper secondary chemistry education

Cited by 9 publications

References 22 publications

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Reflections on a Three-Year-Long Teacher-Centered, Participatory Action Research Experience on Teaching Chemical Bonding in a Swiss Vocational School

Supporting self‐directed learning in chemistry education with digital learning environments

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