Lessons Learned From the Implementation and Assessment of Student-Centered Methodologies

Abstract

The cAcL 2 approach (concept Advancement through chemistry Lab-Lecture) incorporates three major educational methodologies into one: a student-centered approach, the full integration of lecture and laboratory formats, and hands-on activity based-instruction. This format has been tested for cognitive and attitudinal gains in students and the results clearly point out to its benefits. Instructional materials for a oneyear general chemistry sequence have been developed to facilitate its implementation in classrooms. The most important aspects of the format with tested practices are discussed while challenges and implications of findings are shared in order to assist instructors interested in implementing innovative formats of instruction such this one, the cAcL 2 .

Inquiry-Based Learning on History and Government KCSE Performance: An Evidence of Secondary Schools in Kericho County, Kenya

“…Moreover, Dewey (1938) declared that the learned content and skills obtained in this means would be conveyed efficiently from the practice setting to any other environment of learning. Concurring with this logic type, it would incur that tutors would expect learners to perform better on standardized assessments that they are given as Oliver-Hoyo (2011) stated that what function in one setting at a certain institution or within a precise discipline might also function at another so the necessity to establish an alternative in learning diverse content. This circumstance yet seems to show another support level for the utilization of inquiry-based education to increase scholar's scores success for application besides other tutoring approach since the very principle of inquiry-based learning and teaching is the conveyance of experiences along an order of events of learning.…”

مجلد العدد الثالث

“…At the institutional scale, changes at the assessment practices may develop from the bottom up (college generated) or the top down (administrative enforced) (Oliver-Hoyo, 2011). To stay prepared, any institution should seek both channels of changes.…”