How to Diagnose At‐risk Students in Chemistry: The case of prior knowledge assessment
How to Diagnose At‐risk Students in Chemistry: The case of prior knowledge assessment
复制标题
如何诊断化学高危学生：先验知识评估案例
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
A. Nevgi
中科院分区：
文献类型：
--
作者：
T. Hailikari;A. Nevgi
本研究旨在探讨化学导论课程中不同类型的先前知识与学生学习成绩之间的关系。学生的成绩被认为是完成课程的速度以及最终成绩。提出了一个模型的先验知识，这区分不同类型的先验知识，并建议不同类型的先验知识应如何评估。参与者是来自赫尔辛基大学的193名化学专业学生。他们的先验知识进行了评估与调查问卷的基础上的先验知识模型。结果表明，先前知识的质量清楚地反映在完成课程的速度和辍学的趋势。具有更深层次先验知识的学生更有可能在预定时间内完成课程并获得更高的最终成绩，而在先验知识测试中表现较低的学生更有可能辍学或在预定时间内未完成课程。这项研究表明，区分不同类型的先验知识是一种潜在的方法，以确定谁是需要更多的支持的学生。
This study explores the relationship between different types of prior knowledge and student achievement in an introductory chemistry course. Student achievement was regarded as the pace of completing the course as well as the final grade. A model of prior knowledge is proposed; this distinguishes between different types of prior knowledge and suggests how different types of prior knowledge should be assessed. The participants were 193 chemistry students from the University of Helsinki. Their prior knowledge was assessed with a questionnaire based on the prior knowledge model. The results indicate that the quality of prior knowledge is clearly reflected in the pace of completing the course and in the tendency to drop out of the course. Students who had deeper‐level prior knowledge were more likely to complete the course in the pre‐scheduled time and to get higher final grades, whereas students who performed lower in the prior knowledge test were more likely to either drop out or did not complete the course in pre‐scheduled time. The study implies that making a distinction between different types of prior knowledge is a potential way to identify students who are in need of more support.