Dataset Information

Writing Prompts Help Improve Expression of Conceptual Understanding in Chemistry.

ABSTRACT: To improve the writing performance of secondary school students in chemistry assessments, a set of activities was developed. First, through document analysis of written tests, five categories of frequent mistakes in answers were identified: poor punctuation (capital letters, periods), missing key answer components (omitting concepts necessary to answer the question), incomplete reasoning (logical steps are missing), unclear use of antecedents (meanings of pronouns such as "it" are difficult to discern), and poor connectives (words like "because" are lacking or used incorrectly). After this, five strategies were formulated: focus on punctuation, repeat key question components, show complete reasoning, minimize use of references, and check use of connectives. Second, a two-part intervention study was conducted. In Part A, a written prompt (arrow symbol with the word "LANGUAGE") placed in front of context-based questions was implemented to find out if that could help students avoid making any of those mistakes. Following promising effects on the performance of 99 students, the intervention was extended with a Part B to find out if, in addition to the prompt, bonus points (for each prompt question one bonus point was awarded if the answer was formulated correctly in terms of language use) and language support (prompt card listing the five strategies, and supportive assignments) could be of extra help to students. The findings suggest that the writing performance of students can be improved by increasing students' awareness through a simple written prompt, providing language support, and awarding bonus points for properly formulated answers to chemistry test questions.

SUBMITTER: Visser T

PROVIDER: S-EPMC6150690 | biostudies-literature | 2018 Aug

REPOSITORIES: biostudies-literature

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Writing Prompts Help Improve Expression of Conceptual Understanding in Chemistry.

Visser Talitha T Maaswinkel T T Coenders F F McKenney S S

Journal of chemical education 20180605 8

To improve the writing performance of secondary school students in chemistry assessments, a set of activities was developed. First, through document analysis of written tests, five categories of frequent mistakes in answers were identified: poor punctuation (capital letters, periods), missing key answer components (omitting concepts necessary to answer the question), incomplete reasoning (logical steps are missing), unclear use of antecedents (meanings of pronouns such as "it" are difficult to d ...[more]

PMID: 30258251

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Project description:Behavioural variant frontotemporal dementia (bvFTD) is characterised by behaviour change and impaired executive skills. There is growing evidence that naming difficulties may also be present but the basis for these is unclear. A primary semantic deficit has been proposed, although executive contributions to naming breakdown are also possible. The study aimed to improve understanding of the naming disorder in bvFTD through direct comparison with semantic dementia (SD), and examination of neural correlates. It aimed also to address current controversies about the role of the anterior temporal lobes in semantic memory. We studied 71 bvFTD and 32 SD patients. Naming data were elicited by two picture naming tests (one challenging and one less demanding) and word comprehension by word-picture matching. Structural magnetic resonance images were rated blind using a standardised visual rating scale. Around half of bvFTD patients showed impaired naming and 17% impaired word-picture matching. Deficits in bvFTD were less severe than in SD, but showed a similar pattern. There were strong inverse correlations between naming scores and atrophy in temporal structures, particularly temporal pole and fusiform gyrus. Word comprehension scores correlated more strongly with posterior than anterior temporal lobe atrophy in SD. Error analysis highlighted a significant relationship in both groups between associative-type responses and temporal pole atrophy. By contrast, 'don't know' responses, suggesting a loss of conceptual knowledge, correlated with more posterior temporal regions. There was some correlation in bvFTD between naming and executive test performance but not with frontal lobe atrophy. The findings support the view that naming problems can arise in bvFTD independently of patients' 'frontal' executive impairment and highlight clinical overlap between bvFTD and SD. We discuss the findings in relation to the hub and spoke model of semantic memory and argue against the notion of an anterior temporal lobe semantic hub.

Dataset Information

Writing Prompts Help Improve Expression of Conceptual Understanding in Chemistry.

Publications

Writing Prompts Help Improve Expression of Conceptual Understanding in Chemistry.

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