Students’ Ability to Work with the Periodic Table: The Use of Three-Tier Tasks

Abstract

This study investigated students' problem-solving skills related to the periodic table of elements using three-tier tasks. A sample of 513 first-year nonchemical vocational school students from Czechia was selected to explore their knowledge and abilities regarding use of the periodic table in terms of expected outcomes from the national curriculum, i.e., navigate within the table, and understand its underlying concepts. The research addressed three primary questions: the students' ability to use the periodic table as an inductive tool, the influence of various factors on their usage of the table, and the relationship between their overall achievement scores and their understanding of periodic table concepts. Additionally, the study examined the impact of students' confidence levels on their performance, providing a detailed view of metacognitive monitoring within the context of chemistry education. The analysis revealed a significant gap between the students' ability to recall information from the periodic table and their capacity to apply this knowledge effectively. The findings emphasize the need for educational strategies that extend beyond rote memorization to promote the application of knowledge in varied contexts. The use of three-tier tasks was pivotal in identifying misconceptions and reducing false positives, offering educators clearer strategies for enhancing educational outcomes. The study highlighted the challenges students face with complex tasks and suggested the inclusion of tasks with varying difficulty levels to better assess a wider range of abilities. Ultimately, the research underscores the importance of innovative assessment methods like three-tier tasks in improving students' problem-solving capabilities and fostering a deeper understanding of chemistry concepts. By addressing these gaps, educators can better prepare students for advanced scientific inquiry and real-world problem-solving.