Content uploaded by Mustafa Sozbilir
Author content
All content in this area was uploaded by Mustafa Sozbilir on Nov 10, 2016
Content may be subject to copyright.
A preview of the PDF is not available
Alternative assessment and evaluation methods: A practical guidebook for teachers
Figures
Figures - uploaded by Mustafa Sozbilir
Author content
All figure content in this area was uploaded by Mustafa Sozbilir
Content may be subject to copyright.
The purpose of this study is to determine pre-service chemistry teachers’ knowledge of the oxidation number and coordination number in coordination compounds. Data were collected from 31 pre-service chemistry teachers through a 4-question scale, and the second question of the scale consisted of 8 sub-questions. The results showed that the participants had difficulties in defining both the coordination number and the oxidation number of the central atoms/ions in coordination compounds, and they had misconceptions about these concepts. Also, it was revealed that the participants had difficulties in determining both the oxidation number of the central atom and the coordination number in coordination compounds. Participants stated that they had problems in determining the oxidation number because they did not remember the ligand charges, and the coordination number because they did not remember the number of ligand teeth.
This study aims to conduct a detailed investigation on the effect the use of concept mapping, as an individual learning tool, has on students’ success in learning the concept of gravimetric analysis. This study applies a case study research design to quantitatively examine the effect of the use of concept mapping and to conduct a detailed qualitative investigation of the participants’ opinions about its use. In this study, the concept maps were used both as a data collection tool [Select and fill in the nodes-(SAFIN); Select and fill in the lines-(SAFIL); Create and fill in the lines-(CAFIL); Select and fill in the nodes&lines-(SAFIN&L)] and as an individual learning tool. For data triangulation, students’ opinions on the concept mapping technique, as an individual learning tool for understanding gravimetric analysis, were also taken. Results from the study showed that there were significant differences between the pre- and post-test scores on all the tests (four types of fill-in-the-blank concept maps and a concept test) in favor of the post-test scores. In other words, the use of the concept map resulted in an increase in the success of the students. Furthermore, the participants expressed very positive opinions about the concept maps as an individual learning tool, both on the attitude scale and in their written opinions, declaring that it has a definite boosting effect on successfully learning a concept.
The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity.
Assessement for Effective Teaching, Pearson Education
- S G Hanna
- Peggy Dettner
Hanna, S. G., Dettner, Peggy (2004). Assessement for Effective Teaching, Pearson Education.
Curriculum Implementation and Sustainability, inf The Sage Handbook of Curriculum and Instruction
- M Fullan
Fullan, M. (2008). Curriculum Implementation and Sustainability, inf. M.Cannelly
(Ed), The Sage Handbook of Curriculum and Instruction, Sage Publication.
L'evaluation: approche descriptive prescriptive egg?
- J M Kete
Kete, J.M.(1986). L'evaluation: approche descriptive prescriptive egg? Brussels,
DeBoeck.
Evaluationin Education. Theory, practice, tools, Bucharest, Aramis Publishing House
- P Lisievici
- H Atılgan
- N Doğan
- A Ve Kan
Lisievici, P. (2002). Evaluationin Education. Theory, practice, tools, Bucharest, Aramis Publishing House.
References
Atılgan, H. & Doğan, N. ve Kan, A. (2006). Eğitimde Ölçme ve Değerlendirme
(Ed. Hakan Atılgan), Ankara: Anı Yayıncılık.
Stages of the lesson: 1. The teacher shows the students pictures related to the topic
- P Lisievici
Lisievici, P. (2002). Evaluationin Education. Theory, practice, tools, Bucharest, Aramis Publishing House.
Stages of the lesson:
1. The teacher shows the students pictures related to the topic. In pairs,
students comment on the pictures answering the questions below. -5 minutes
■ What are the issues depicted in the pictures?
■ What caused the problems in the pictures?
■ What can be done to reduce the impact of the problems in the pictures?