Student recognition and construction of quality chemistry essay responses

Chemistry Education Research and Practice

Diane M. Bunce¹  Jessica R. VandenPlas¹ 

[1] Department of Chemistry, The Catholic University of America, Washington,,Department of Chemistry, The Catholic University of America, Washington,,Department of Chemistry, The Catholic University of America, Washington,,

关键词: assessment;    open-ended questions;    cognitive load;    essay questions;    researchmethodology;   

DOI  :  10.1039/B6RP90007K

来源: Royal Society of Chemistry

【 摘 要 】

Students in chemistry traditionally experience more difficulty responding to essay questions than to calculating a numerical answer for the same concept. The purpose of this study is to investigate students’ understanding of what constitutes a complete and cogent essay answer in chemistry. Preliminary data from thirty-nine non-science majors support the hypothesis that students do not reliably recognize or construct adequate responses to chemistry essay questions. In addition, students’ intention to construct a complete and cogent argument is compared to their actual responses. Inability to construct complete and cogent arguments may result in lower achievement scores on essay questions. Since essay questions are typically used to test both achievement and the effectiveness of innovative teaching practices, this situation may mask significant research results. These data suggest the need for a more extensive investigation of student construction of quality essay answers in chemistry as well as in other sciences. [Chem. Educ. Res. Pract., 2006, 7 (3), 160-169]

【 授权许可】

Unknown