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Practical Homework Assignments As Part Of Chemistry Teaching And Learning

Yıl 2010, Cilt: 4 Sayı: 2, 69 - 78, 01.12.2010

Öz

The paper presents two examples of classroom practices when practical research tasks in primary and secondary school are assigned as homework. The task for primary school students was aimed at developing divergent thinking, which is evidenced and illustrated by some examples of students’ solutions. The task for secondary school students illustrates how these students are able to apply their classroom knowledge of acids, bases and indicators on the substances they can find in everyday life. The students performed the following activities: problem analysis, action planning, and equipment selection/assembling, performing the experiment, measuring (mass, volume), data recording, and drawing conclusions. The results of both tasks served as a basis for introducing new contents in the classroom and stimulated active participation of a larger number of students.

Kaynakça

  • Bredekamp, S. & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.).Washington, DC: National Association for the Education of Young Children.
  • Cooper, H. (1989). Homework. Longman,White Plains, NY.
  • Elawar, M. C. & Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing teacher behaviour a little rather than a lot. Journal of Educational Psychology, 77 (2), 162–173.
  • Epstein, J. L. & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychology 36 (3), 181–193.
  • Farrow, S., Tymms, P. & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25 (3), 323–341.
  • Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S. & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22 (3), 474–496.
  • Levin, J. R. & Peterson, P. L. (1984). Classroom aptitude-by-treatment interactions: An alternative analysis strategy. Educational Psychology, 19, 43–47.
  • Martin, M.O., Mullis, I.V.S., Gonzales E.J. & Chrostowski S.J. (2004). TIMSS 2003 international science report: findings from IEAs trends in international mathematics and science study at the fourth and eight grades. Chestnut Hill, MA: Boston College.
  • Martin, M.O., Mullis, I.V.S., Foy P., Olson, J.F., Erberber, E., Preuschoff, C. & Galia, J. (2008). TIMSS 2007 International Science Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Trahan, C. H. & Lawier-Prince, D. (1999). Parent Partnerships: Transforming Homework into Home-School Activities, Early Childhood Education Journal, 27 (1), 65-68.
  • Trautwein, U. & Koller, O. (2003), The Relationship between Homework and Achievement Still Much of a Mistery. Educational Psychology Review, 15 (2), 115-145.
  • Xu, J. (2005). Purposes for Doing Homework Reported by Middle and High School Students. The Journal of Educational Research, 99 (1), 46-55.

Practical Homework Assignments As Part Of Chemistry Teaching And Learning

Yıl 2010, Cilt: 4 Sayı: 2, 69 - 78, 01.12.2010

Öz

The paper presents two examples of classroom practices when practical research tasks in primary and secondary school are assigned as homework. The task for primary school students was aimed at developing divergent thinking, which is evidenced and illustrated by some examples of students’ solutions. The task for secondary school students illustrates how these students are able to apply their classroom knowledge of acids, bases and indicators on the substances they can find in everyday life. The students performed the following activities: problem analysis, action planning, and equipment selection/assembling, performing the experiment, measuring (mass, volume), data recording, and drawing conclusions. The results of both tasks served as a basis for introducing new contents in the classroom and stimulated active participation of a larger number of students.

Kaynakça

  • Bredekamp, S. & Copple, C. (Eds.). (1997). Developmentally appropriate practice in early childhood programs (Rev. ed.).Washington, DC: National Association for the Education of Young Children.
  • Cooper, H. (1989). Homework. Longman,White Plains, NY.
  • Elawar, M. C. & Corno, L. (1985). A factorial experiment in teachers’ written feedback on student homework: Changing teacher behaviour a little rather than a lot. Journal of Educational Psychology, 77 (2), 162–173.
  • Epstein, J. L. & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychology 36 (3), 181–193.
  • Farrow, S., Tymms, P. & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25 (3), 323–341.
  • Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., Trivette, P. S. & Singh, K. (1993). Does parental involvement affect eighth-grade student achievement? Structural analysis of national data. School Psychology Review, 22 (3), 474–496.
  • Levin, J. R. & Peterson, P. L. (1984). Classroom aptitude-by-treatment interactions: An alternative analysis strategy. Educational Psychology, 19, 43–47.
  • Martin, M.O., Mullis, I.V.S., Gonzales E.J. & Chrostowski S.J. (2004). TIMSS 2003 international science report: findings from IEAs trends in international mathematics and science study at the fourth and eight grades. Chestnut Hill, MA: Boston College.
  • Martin, M.O., Mullis, I.V.S., Foy P., Olson, J.F., Erberber, E., Preuschoff, C. & Galia, J. (2008). TIMSS 2007 International Science Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Trahan, C. H. & Lawier-Prince, D. (1999). Parent Partnerships: Transforming Homework into Home-School Activities, Early Childhood Education Journal, 27 (1), 65-68.
  • Trautwein, U. & Koller, O. (2003), The Relationship between Homework and Achievement Still Much of a Mistery. Educational Psychology Review, 15 (2), 115-145.
  • Xu, J. (2005). Purposes for Doing Homework Reported by Middle and High School Students. The Journal of Educational Research, 99 (1), 46-55.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mirjana Markovıć Bu kişi benim

Dragica Trivic Bu kişi benim

Mirjana Markovi Bu kişi benim

Miomir Randjelovıć Bu kişi benim

Miomir Randjelovi Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2010
Gönderilme Tarihi 2 Ocak 2015
Yayımlandığı Sayı Yıl 2010 Cilt: 4 Sayı: 2

Kaynak Göster

APA Markovıć, M., Trivic, D., Markovi, M., Randjelovıć, M., vd. (2010). Practical Homework Assignments As Part Of Chemistry Teaching And Learning. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 4(2), 69-78.