Implementation of Active Learning and Assessment for Chemistry Courses

Yıl 2018, Cilt: 10 , 77 - 84, 12.09.2018

Aiman Omasheva Larissa Sugralina Yelena Minayeva Lyazat K. Salkeeva

Öz

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.

Anahtar Kelimeler

Active learning, Project based learning, Assessment

Kaynakça

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