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|Other Titles:||A Design for Implementing Mastery Learning on Recrystallization, A Chemistry Experimental Technique|
Office of Research and Development
Chemistry research supervisors are often frustrated by the fact that students are not well equipped with the necessry laboratory techniques at the start of their research programs. The purpose of this study is to design a method of implementing mastery learning of the recrystallization technique to develop students' ability in performing it correctly, as well as using the technique to solve chemistry problems they will encounter later, in other words, achieving transfer of learning. Instructional materials and strategies were developed and organized to bring the students up to three successively highter learning levels: concrete, identity, and classificatory. The instruction was assessed by the degree of learning progress, which in turn was evaluated by positive correlations between two consecutive tests, between task performance and test results, and among the results of a set of laboratory aassignments. Progress of learning was observed in the rightward shifts of the S-curves and the downward shifts of the P-curves during a set of assignments. CP□ values of all items wee less than 0.40. In the plots of P□ vs. CP□, all items were in upper left quadrant. These results indicate that all items wre of good quality. An acceptably small degree of anomalous item patterns reflected unambiguous instruction. In each post-test 2 for the three levels all the CS�� values for individual students wre less than 0.40 and all the three D�� values were less than 0.3896. Small CS�嫵nd D�� values indicate an acceptably small degree of learning difficulties and erratic studies (careless mistakes, copying or guessing responses) after instruction. Those students (100% for both the concrete and the identity levels and 91.3% for the classifictory level) with high scores in the paper-pencil test indeed obtained high yield and high purity. These facts were consistent with the learning gain shown in individual performance profiles. Once the students mastered the technique, they kept the ability
|Appears in Collections:||師大學報|
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