| Peer-Reviewed

Implementation and Assessment of Middle School Chemistry Experimental Research Course

Received: 9 September 2021     Accepted: 4 October 2021     Published: 12 October 2021
Views:       Downloads:
Abstract

The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.

Published in Education Journal (Volume 10, Issue 5)
DOI 10.11648/j.edu.20211005.12
Page(s) 175-181
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Course Implementation, Learning Outcome Assessment, Achievement Degree

References
[1] J. M. Zhao. On the New Three-centered Theory: Concepts &History. Research in Higher Education of Engineering. 2016, (3), pp. 35−56.
[2] L. Groos, K. Maass, N. Graulich. Mimicking Students' Behavior during a Titration Experiment: Designing a Digital Student-Centered Experimental Environment. Journal Chemical Education. 2021, 98 (6), pp. 1919−1927.
[3] A. Nagle, K. J. Foli. Student-Centered Reflection in Debriefing: A Concept Analysis. Clinical Simulation in Nursing. 2020, Vol. 39, pp. 33–40.
[4] J. W. Kim, K. Y. Lee. Strategies for Establishing the Learning Community of Junior College. The Journal of Vocational Education Research. 2002, 21 (2), pp. 19–44.
[5] J. Donnelly, K. Winkelmann. Analysis of the Learning-Centeredness of Physical Chemistry Syllabi. Journal of Chemical Education. 2021, 98 (6), pp. 1888–1897.
[6] J. M. Zhao. Align with Learning Outcomes: Highlights of Course−level Learning Outcome Assessments —Studies of the SC Undergraduate Education Reform in the USA (6). Research in Higher Education of Engineering. 2019, (6), pp. 9−23.
[7] G. C. Li, W. H. Yang, X. C. Yuan, W. L. Jia, H. Y. Wang, S. Zhao. The Implementation and Experience of the Practical Course of Campus Environmental Quality Monitoring. University Chemistry. 2020, 35 (6), pp. 98−102.
[8] J. S. Yu, Y. H. Dai, F. Chen. "Polymer Chemistry" Target Achievement Analysis, Chemical Industry Times. 2016, 30 (12), pp. 38−40.
[9] D. M. Lin, C. P. Ma. Evaluation of achievement degree of production management curriculum based on OBE concept. Course Teaching. Modern vocational education, 2021, 8: 64−65.
[10] B. Xia, X. Hu, H. F. Zeng, L. X. Zhang, Q. Z. Zhao. Evaluation Method of the Achievement Degree of "Numerical Control Technology" Curriculum Based on Engineering Education Professional Certification. Education Modernization. 2019, Vol. 68, pp. 185−187.
[11] Z. R. Wang, Y. C. Ma, Y. E. Gao. Calculation Method of Evaluation Target Value for the Achievement Degree of Curriculum Objectives: For Engineering Education Professional Certification. Education and Teaching Forum. 2021, Vol. 21, pp. 41−44.
[12] F. Xiang, F. Wang, J. Xiang. Evaluation of the achievement of curriculum goals and continuous improvement strategies under the background of normal professional certification. Chinese University Teaching. 2021, Vol. 7, pp. 74−79.
[13] H. Li, X. H. Shi. Calculating and Evaluating of the Achievements of Pharmaceutical Separation Engineering Course for Pharmaceutical Engineering Major Based on Engineering Education Certification. Indian Journal of Pharmaceutical Education and Research, 2020, 54 (1), pp. 17−21.
[14] Z. H. Wang. Chemistry (High school textbook, Volume 1). Jiangsu Phoenix Press. 2020, pp. 17.
[15] Z. H. Wang. Chemistry (High school textbook, Volume 2). Jiangsu Phoenix Press. 2020, pp. 40.
Cite This Article
  • APA Style

    Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. (2021). Implementation and Assessment of Middle School Chemistry Experimental Research Course. Education Journal, 10(5), 175-181. https://doi.org/10.11648/j.edu.20211005.12

    Copy | Download

    ACS Style

    Guang-Chao Li; Qing-Hua Meng; Ling-Ling Zhao; Xiao-Qin Liu; Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ. J. 2021, 10(5), 175-181. doi: 10.11648/j.edu.20211005.12

    Copy | Download

    AMA Style

    Guang-Chao Li, Qing-Hua Meng, Ling-Ling Zhao, Xiao-Qin Liu, Qiu-Yan Li, et al. Implementation and Assessment of Middle School Chemistry Experimental Research Course. Educ J. 2021;10(5):175-181. doi: 10.11648/j.edu.20211005.12

    Copy | Download

  • @article{10.11648/j.edu.20211005.12,
      author = {Guang-Chao Li and Qing-Hua Meng and Ling-Ling Zhao and Xiao-Qin Liu and Qiu-Yan Li and Wei Tan},
      title = {Implementation and Assessment of Middle School Chemistry Experimental Research Course},
      journal = {Education Journal},
      volume = {10},
      number = {5},
      pages = {175-181},
      doi = {10.11648/j.edu.20211005.12},
      url = {https://doi.org/10.11648/j.edu.20211005.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211005.12},
      abstract = {The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.},
     year = {2021}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Implementation and Assessment of Middle School Chemistry Experimental Research Course
    AU  - Guang-Chao Li
    AU  - Qing-Hua Meng
    AU  - Ling-Ling Zhao
    AU  - Xiao-Qin Liu
    AU  - Qiu-Yan Li
    AU  - Wei Tan
    Y1  - 2021/10/12
    PY  - 2021
    N1  - https://doi.org/10.11648/j.edu.20211005.12
    DO  - 10.11648/j.edu.20211005.12
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 175
    EP  - 181
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20211005.12
    AB  - The three teaching objectives of "Middle School Chemistry Experimental Research" course and the background to determine the teaching objectives are introduced. The four teaching links of the teaching implementation process, namely collective lesson preparation, group guidance, grading and summary are also introduced. In the course implementation, the concept of "student-centeredness" and "learning-centeredness" are implemented to improve students' learning ability. During the course implementation, a "learning community" based on group cooperation is constructed to cultivate students' sense of teamwork. Formative assessment and summative assessment are used to assess learning outcome, 147 students' total score, individual score distribution and course goal achievement degree were calculated and analyzed with Excel. The results show that the degree of achievement of curriculum objectives 1, 2, and 3 are 0.84, 0.85, and 0.84, respectively, and the score distribution of 147 students basically conforms to the normal distribution. In addition, the standard deviations of the three items of teaching aids production, digitized experiment and experimental improvement of 147 students were 1.34, 1.35 and 1.04, respectively. The implementation of the course has achieved good results, and the implementation method of the course and the assessment method of the learning outcome have certain reference significance to the implementation and assessment of other similar courses.
    VL  - 10
    IS  - 5
    ER  - 

    Copy | Download

Author Information
  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • School of Chemistry and Materials Science, Jiangsu Normal University, Xuzhou, P. R. China

  • Sections