Implementation of Active Learning and Assessment for Chemistry Courses

Abstract

In this paper we consider active learning approach with focus on project-based learning implemented into the teaching practice for training Bachelor and Master students of Chemistry Department at the Buketov Karaganda State University. Project study allows acquiring knowledge and skills needed to deal with real-life situations and developing teamwork and communication skills. We gave examples of using project studies in the classroom and discuss the effectiveness of active learning strategies for promoting deeper understanding of courses material. Learning in Chemistry classes was evaluated using various types of assessment. Bloom’s taxonomy was applied to identify critical thinking skills (comprehension, application, analysis, synthesis, evaluation) that can be connected with specific assessment methods such as Venn diagrams, open-ended questions, image analysis, and concept maps. Assessment criteria for Bachelor and Master students’ activities were elaborated. We revealed the positive role of both active learning approach and formative& summative assessment for the progress of chemistry students, their positive attitude toward the subjects as well as the trainees’ motivation for further study and developing creative thinking skills.

Keywords

• Active learning,Project based learning,Assessment

References

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