Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge
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2016
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This paper presents a pedagogical experiment with parallel groups through which the effectiveness of the cognitive apprenticeship model of dealing with the teaching topic Carboxylic acids and their derivatives was compared with the traditional approach to the elaboration of this topic. This experiment featured the participation of 241 students aged 17, attending their third year of grammar school, natural sciences stream. The experimental group consisted of 118 students, whereas the control group was made up of 123 students. Within the framework of the experiment, a pre-test consisting of items that resembled regular textbook items was used as an instrument for checking how balanced the previously acquired knowledge concerning the teaching topic Carboxylic acids and their derivatives of the students in the two groups was. A post-test was used as an instrument for comparing the effectiveness of the two approaches, and it mostly consisted of items that required the application of the kno...wledge concerning the teaching topic Carboxylic acids and their derivatives in solving real-life problems. In the pre-test, no statistically significant difference in the overall percentage of correct answers given by the two groups of students was established. In the post-test, the students from the experimental group scored a statistically significant higher percentage of correct answers compared to the students from the control group. On the basis of this, it can be concluded that the applied cognitive apprenticeship approach has the potential to improve the level of students' understanding of the concepts from the topic Carboxylic acids and their derivatives, as well as the students' ability to apply the knowledge on the examples from real life.
Izvor:
Chemistry Education: Research and Practice, 2016, 17, 1, 172-196Izdavač:
- Royal Soc Chemistry, Cambridge
Finansiranje / projekti:
- Teorija i praksa nauke u društvu: multidisciplinarne, obrazovne i međugeneracijske perspektive (RS-179048)
Napomena:
- Peer-reviewed manuscript: http://cherry.chem.bg.ac.rs/handle/123456789/3412
DOI: 10.1039/c5rp00179j
ISSN: 1109-4028
WoS: 000367935900013
Scopus: 2-s2.0-85016437742
Institucija/grupa
Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Putica, Katarina AU - Trivić, Dragica PY - 2016 UR - https://cherry.chem.bg.ac.rs/handle/123456789/2026 AB - This paper presents a pedagogical experiment with parallel groups through which the effectiveness of the cognitive apprenticeship model of dealing with the teaching topic Carboxylic acids and their derivatives was compared with the traditional approach to the elaboration of this topic. This experiment featured the participation of 241 students aged 17, attending their third year of grammar school, natural sciences stream. The experimental group consisted of 118 students, whereas the control group was made up of 123 students. Within the framework of the experiment, a pre-test consisting of items that resembled regular textbook items was used as an instrument for checking how balanced the previously acquired knowledge concerning the teaching topic Carboxylic acids and their derivatives of the students in the two groups was. A post-test was used as an instrument for comparing the effectiveness of the two approaches, and it mostly consisted of items that required the application of the knowledge concerning the teaching topic Carboxylic acids and their derivatives in solving real-life problems. In the pre-test, no statistically significant difference in the overall percentage of correct answers given by the two groups of students was established. In the post-test, the students from the experimental group scored a statistically significant higher percentage of correct answers compared to the students from the control group. On the basis of this, it can be concluded that the applied cognitive apprenticeship approach has the potential to improve the level of students' understanding of the concepts from the topic Carboxylic acids and their derivatives, as well as the students' ability to apply the knowledge on the examples from real life. PB - Royal Soc Chemistry, Cambridge T2 - Chemistry Education: Research and Practice T1 - Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge VL - 17 IS - 1 SP - 172 EP - 196 DO - 10.1039/c5rp00179j ER -
@article{ author = "Putica, Katarina and Trivić, Dragica", year = "2016", abstract = "This paper presents a pedagogical experiment with parallel groups through which the effectiveness of the cognitive apprenticeship model of dealing with the teaching topic Carboxylic acids and their derivatives was compared with the traditional approach to the elaboration of this topic. This experiment featured the participation of 241 students aged 17, attending their third year of grammar school, natural sciences stream. The experimental group consisted of 118 students, whereas the control group was made up of 123 students. Within the framework of the experiment, a pre-test consisting of items that resembled regular textbook items was used as an instrument for checking how balanced the previously acquired knowledge concerning the teaching topic Carboxylic acids and their derivatives of the students in the two groups was. A post-test was used as an instrument for comparing the effectiveness of the two approaches, and it mostly consisted of items that required the application of the knowledge concerning the teaching topic Carboxylic acids and their derivatives in solving real-life problems. In the pre-test, no statistically significant difference in the overall percentage of correct answers given by the two groups of students was established. In the post-test, the students from the experimental group scored a statistically significant higher percentage of correct answers compared to the students from the control group. On the basis of this, it can be concluded that the applied cognitive apprenticeship approach has the potential to improve the level of students' understanding of the concepts from the topic Carboxylic acids and their derivatives, as well as the students' ability to apply the knowledge on the examples from real life.", publisher = "Royal Soc Chemistry, Cambridge", journal = "Chemistry Education: Research and Practice", title = "Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge", volume = "17", number = "1", pages = "172-196", doi = "10.1039/c5rp00179j" }
Putica, K.,& Trivić, D.. (2016). Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge. in Chemistry Education: Research and Practice Royal Soc Chemistry, Cambridge., 17(1), 172-196. https://doi.org/10.1039/c5rp00179j
Putica K, Trivić D. Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge. in Chemistry Education: Research and Practice. 2016;17(1):172-196. doi:10.1039/c5rp00179j .
Putica, Katarina, Trivić, Dragica, "Cognitive apprenticeship as a vehicle for enhancing the understanding and functionalization of organic chemistry knowledge" in Chemistry Education: Research and Practice, 17, no. 1 (2016):172-196, https://doi.org/10.1039/c5rp00179j . .