Blended learning in high school chemistry to enhance students’ metacognitive skills and attitudes towards chemistry: A need analysis

The study deals with the developing interactive media for senior high school students. The objective of this study is to find out how to develop interactive media for better speaking skill of senior high school students. The research was conducted by using Research and Development (R&D). The subject of this research was 2016/2017 students of the eleventh grade of Class XI IPA4 in SMAN 1 Batang Kuis. The number of the students was 30 students. The data of this study was collected by using need analysis questionnaire and experts’ judgment. Need analysis questionnaire was calculated by using percentage to get the information of students’ need before developing interactive media. Experts’ judgment was calculated by using likert data, mean and criteria interval of expert judgment to know the validity of interactive media which has been developed. After the data analyzed, it was found that the experts’ judgment result was 4.80 which had a very good criteria interval. The result of the research find that interactive media is a very good to be used in teaching speaking skill.

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Effectiveness of using biographical sketches in the teaching of high school chemistry

10.31274/rtd-180813-14790 ◽

1956 ◽

Author(s):

Ronald Ray Easter

Keyword(s):

High School ◽

High School Chemistry ◽

Biographical Sketches

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Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

Chemistry Education Research and Practice ◽

10.1039/d0rp00179a ◽

2021 ◽

Author(s):

Adam G. L. Schafer ◽

Victoria M. Borland ◽

Ellen J. Yezierski

Keyword(s):

High School ◽

Best Practices ◽

Formative Assessments ◽

Learning Goals ◽

Specific Method ◽

High School Chemistry ◽

Chemistry Teachers ◽

Assessment Design ◽

Teachers Beliefs ◽

Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

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