Collaboration and Peer Tutoring in Chemistry Laboratory Education

Ding, Ning; Harskamp, Evert

doi:10.1080/09500693.2010.498842

Cited by 33 publications

(31 citation statements)

References 38 publications

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“…These activities seem to provide productive starting points to address students' interests as well as fostering their understanding. Increasingly using related teaching methods, for example, project‐based learning (cf., Harris et al, ) or peer‐tutoring (cf., Ding & Harskamp, ), could offer the opportunity to profit most from this close interrelation between students' interest in specific activities and their achievement. With regard to science lessons in Germany, but probably also with regard to other countries, these teaching approaches cannot be considered as standard repertoire (Risch, ; Schiepe‐Tiska et al, ).…”

Section: Discussionmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

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Section: Discussionmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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“…In these cases, the decision was made to condense each set of data into one effect size per study using a procedure detailed below. A few studies evaluated two EBIPs independently in comparison to traditional instruction: Ding and Harskamp () compared peer instruction to individual learning and collaborative learning to individual learning, in similar fashion Rau, Kennedy, Oxtoby, Bollom, and Moore () evaluated flipped instruction and collaborative learning, and Doymus, Karacop, and Simsek () evaluated group investigation and collaborative learning. As each EBIP comprised a unique group of students the decision was made to treat each article as representing two distinct studies and calculate two effect sizes.…”

Section: Methodsmentioning

confidence: 99%

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Rahman

Lewis

2019

J Res Sci Teach

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Investigating the effectiveness of instructional practices provides an evidence base to inform instructional decisions. Synthesizing research studies on instructional effectiveness provides an estimate of the generalizability of effectiveness across settings, along with an exploration of factors that may moderate the impact, which cannot be achieved within individual studies. This study sought to provide a synthesis of evidence‐based instructional practices (EBIPs) particular to chemistry through meta‐analysis. Ninety‐nine studies were analyzed comprising a broader view of chemistry specific studies than past meta‐analyses. The results showed that EBIPs feature a demonstrably positive impact on students' academic performance in chemistry, although assessment topic coverage and setting size emerged as relevant moderators of impact and prevented making definitive conclusions of the relative impact of each EBIP. In examining publication bias, an asymmetric distribution of studies based on standard error (SE) and effect size was found, indicative of potential publication bias. To explore the potential impact of bias, the trim and fill method was employed resulting in a range for the overall weighted effect size from 0.29 to 0.62. The study concludes that evidence‐based instructional practices have demonstrated effectiveness even in consideration of potential publication bias, as the range of effect sizes remains positive, but highlights the continued need to publish null findings in the research literature.

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“…Chemistry laboratory applications are effective for helping learners to comprehend chemical definitions and equations well and to transfer them to longterm memory. In addition, laboratory experiences ensure that students are interested in learning chemistry and that they are active in the learning process (Ding & Harskamp, 2011).…”

Section: Introductionmentioning

confidence: 99%

Examining The Effects of Reflective Journals on Pre-service Science Teachers' General Chemistry Laboratory Achievement

Cengiz

Karataş

2015

AJTE

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Collaboration and Peer Tutoring in Chemistry Laboratory Education

Cited by 33 publications

References 38 publications

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis

Examining The Effects of Reflective Journals on Pre-service Science Teachers' General Chemistry Laboratory Achievement

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