ENHANCING STUDENTS’ HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER

TitleENHANCING STUDENTS’ HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER
Publication TypeJournal Article
Year of Publication2020
AuthorsSu, K-D
JournalJournal of Baltic Science Education
Volume19
Issue5
Start Page842-854
PaginationContinuous
Date PublishedOctober/2020
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordshierarchical designs, high-order cognitive skills, micro, particulate nature of matter, symbolic performances
Abstract

To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students’ assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students’ total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students’ micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms.

URLhttp://oaji.net/articles/2020/987-1602525025.pdf
DOI10.33225/jbse/20.19.842
Refereed DesignationRefereed
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