Unit:
Κατεύθυνση Διδακτική της χημείας και νέες εκπαιδευτικές τεχνολογίεςLibrary of the School of Science
Author:
Βαχλιώτης Θεόδωρος
Dissertation committee:
Χρύσα Τζουγκράκη Καθηγ.(Επιβλέπουσα), Ηλίας Ματσαγγούρας Καθηγ., Δημήτριος Γεωργιάδης Επικ. Καθηγ.
Original Title:
Εφαρμογή και Αξιολόγηση της Μεθόδου "Συστημική Προσέγγιση στη Διδασκαλία και Εκμάθηση (SATL)" στη Διδασκαλία της Οργανικής Χημείας
Summary:
The purpose of this thesis was the implementation and evaluation of the
“Systemic Approach to Teaching and Learning (SATL)” model in teaching upper
high school organic chemistry. The research focused on: (a) developing and
evaluating properly designed questions as tools for capturing high school
students’ meaningful understanding of organic chemistry concepts as well as
their systems thinking skills, (b) exploring the relationships between
students’ meaningful understanding and their relevant prior knowledge, their
learning styles, and the level of their systems thinking development, and (c)
estimating the effect of SATL techniques on students’ meaningful understanding
of organic chemistry concepts. The results indicated that the properly designed
questions can be used for effectively assessing meaningful understanding of
organic chemistry concepts. Systemic assessment questions give also the
potential to determine students’ systems thinking skills in the organic
chemistry domain. Students’ understanding of organic chemistry concepts was
uniquely related with their relevant prior knowledge, while no substantial
relationship was found with the learning style dimensions that were explored.
Overall, there was evidence that systems thinking in the organic chemistry
domain is related with meaningful understanding of the relative scientific
concepts. Finally, the implementation of SATL techniques significantly improved
students’ understanding of organic chemistry concepts.
Keywords:
Meaningful Learning, Systemic Approach, Systems Thinking, Assessment, Organic Chemistry
Number of index pages:
15-17, 19-20, 217-219
Number of references:
305
