Implementation of Active Learning and Assessment for Chemistry Courses

Year 2018, Volume: 10 , 77 - 84, 12.09.2018

Aiman Omasheva Larissa Sugralina Yelena Minayeva Lyazat K. Salkeeva

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

• Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques, A handbook for college teachers (2nd ed.). San Francisco: Jossey Bass. Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning. In G. N. Cervetti, J. L. Tilson, L. Darling-Hammond, B. Barron, D. Pearson, A. H. Schoenfeld … T. D. Zimmerman (Eds.), Powerful learning: What we know about teaching for understanding. San Francisco, CA: Jossey-Bass. Barrows, H.S., & Wee Keng Neo, L. (2007). Principles and Practice of aPBL. Pearson Prentice Hall, Singapore. Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHEERIC Higher Education Report No. 1. George Washington University, Washington, DC. Freedman, R.L.H. (1994). Open-ended questioning: A handbook for educators. Menlo Park, CA: Addison-Wesley. Macdonald, R.H. & Korinek, L. (1995). Cooperative-learning activities in large entry-level geology courses. Journal of Geological Education, 43, 341-345. Major, C. H. (1999). Connecting what we know and what we do through problem-based learning. AAHE Bulletin, 51(1), 7–9. Major, C.H., & Palmer, B. (2001). Assessing the effectiveness of problem-based learning in higher education: lessons from the literature. Academic Exchange Quarterly, 5(1). At www.rapidintellect.com/AEQweb/mop4spr01.htm, accessed May 2, 2011. Markham, T., Larmer, J., & Ravitz, J. (2003). Project based learning handbook: A guide to standards focused project based learning for middle and high school teachers. Novato, CA: Buck Institute for Education. Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science: Challenges for practice and policy. Elementary School Journal, 97, 341–358. McConnell, D.A., Steer, D.N., Owens, K.D. (2003, March). Assessment and Active Learning. Journal of Geoscience Education, 51(2), 205-216. Murck, B. (1999). Promoting and evaluating participation in high-enrollment undergraduate courses. Journal of Geoscience Education, 47, 131-134. Pecore, J. L. (2012). Beyond beliefs: Teachers adapting problem-based learning to preexisting systems of practice. Interdisciplinary Journal of Problem-based Learning, 7(2), 1–27. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231. Revell, A., & Wainwright, E. (2009). What Makes Lectures ‘Unmissable’? Insights into Teaching Excellence and Active Teaching. Journal of Geography in Higher Education, 33(2), 209-223. Reynolds, S.J., & Peacock, S.M. (1998). Slide observations – Promoting active learning, landscape appreciation, and critical thinking in introductory geology courses. Journal of Geoscience Education, 46, 421-426. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation. Zeilik, M, Schau, C., Mattern, N., Hall, S., Teague, K., & Bisard, W. (1997). Conceptual astronomy: A novel model for teaching post-secondary science courses. American Journal of Physics, 65, 987-996.