Investigation of the goals of the laboratory programme in secondary school chemistry courses in British Columbia
Notice bibliographique
Résumé
In 1965 and 1966 a modified version of the Chem Study programme was introduced into Grades 11 and 12 in British Columbia secondary schools, to replace Chem 90 and Chem 91, which were based on Dull, Brookes and Metcalfe's text, Modern Chemistry. As a result of this change, a traditional, text-book centred course was replaced by a contemporary laboratory-centred course. In Chem Study, laboratory experience replaces the text as the primary source of information and the information gathered in the laboratory is used as the basis for the development of theoretical concepts. It is considered most important by Chem Study that the teacher recognises the goals of the laboratory programme and that he works towards these goals in practice. In addition, it is necessary for both teacher and student to recognise the relationship existing between laboratory observations and the development of theory if the major goals of the course are to be realised. This thesis describes an attempt to determine whether British Columbia secondary school chemistry teachers are indeed aware of the goals of the laboratory programme and whether they and their students think these goals are being achieved. Q-analysis procedures and techniques were used to gather and analyse the data. Three groups of interested people, namely, specialists, chemistry teachers and students were requested to describe the goals of the laboratory programme by rank-ordering a comprehensive list of items, each describing one goal of laboratory work. The items, which were gathered from a wide variety of sources, were arranged by each subject into a predetermined (modified normal) distribution pattern. The item scores for each subject were correlated and the correlation matrix factor analysed. Each factor identified by the computer programme represented a group of persons with similar viewpoints. In addition a hierarchy of item acceptance was established for each factor on the basis of item z-scores. This enabled the viewpoint of each factor and the differences between viewpoints to be described. It has been shown that teachers are aware of the goals of the Provincial Chem Study programme and that they believe that they work towards these goals in practice. However, students perceive the priorities of the goals of the laboratory course to be different from those described by the teacher. The differences that exist between the viewpoints of teachers and students are in part differences in emphasis and in part differences in substance.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,019 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,006 | 0,003 |
| Communication savante | 0,006 | 0,001 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».