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Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

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Abstract

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system, which includes class system, plate system, unit system, and primitive system. In this study, we focused on primitive system of classroom teaching (PrS)—the lowest level in a SCT. Using focus group interviews, this study investigated the variables related to the effectiveness of PrS. We found a total of 21 such variables. To identify the main factors underlying the effectiveness of PrS, we further used exploratory factor analysis and confirmatory factor analysis. We found five main factors: rational use of time, quality of teaching behavior chain, match degree, quality of using resource and technology, and rationality of primitive content. Based on these findings, we constructed an evaluation scale for assessing the effectiveness of primitive system of chemistry classroom teaching.

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Author information

Authors and Affiliations

  1. Department of Chemistry, Institute of Chemical Education, Northeast Normal University, Changchun, 130024, Jilin, People’s Republic of China

    Changlong Zheng, Lihai Fu & Peng He

Authors
  1. Changlong Zheng
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  2. Lihai Fu
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  3. Peng He
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Corresponding author

Correspondence to Changlong Zheng.

Appendix: Initial Hypothesized Assessing Instrument

Appendix: Initial Hypothesized Assessing Instrument

Evaluation scale of effectiveness of primitive system of classroom teaching (ESEPrSCT)

Items

StD

D

SiD

SiA

A

StA

1. Rich and innovative of this selective content material

1

2

3

4

5

6

2. This content is appropriate to reflect the curriculum standards and textbooks

1

2

3

4

5

6

3. This generated content is reasonable

1

2

3

4

5

6

4. The breadth and depth of this content is in students’ zone of proximal development

1

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3

4

5

6

5. No unreasonable deepen and widen to this content

1

2

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5

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6. Using time properly according to characteristics of this content

1

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3

4

5

6

7. Compact and appropriate speed of the teaching process

1

2

3

4

5

6

8. No waste time on the lack of clarity

1

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3

4

5

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9. No waste time on the unreasonable generation

1

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10. No waste time on making mistake or re-presentation

1

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11. Teacher can well manage the type of this teaching behavior chain

1

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3

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5

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12. The type of this teaching behavior chain is consistent with the learning characteristics of students

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13. The type of this teaching behavior chain is consistent with the characteristics of this content

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14. The type of this teaching behavior chain is consistent with the school resources

1

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15. Choosing proper material object (or model, writing on the blackboard, multimedia, etc.) to assist students’ understanding

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16. Participating fully in teaching and learning activities (discussion, communication, question–answer, etc.)

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17. Selecting experimental material properly to attract students’ attention

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18. Summarizing properly in an opportune moment

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19. Question designed lead to students’ effective thinking

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20. Teacher–student and student–student communicate fully with each other

1

2

3

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5

6

21. Encouraging students to self-evaluation

1

2

3

4

5

6

  1. Key: StD strongly disagree, D disagree, SiD slightly disagree, SiA slightly agree, A agree, StA strongly agree
  2. ① Item 3 “The generated content is reasonable” was deleted from the final instrument

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Zheng, C., Fu, L. & He, P. Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching. J Sci Educ Technol 23, 267–279 (2014). https://doi.org/10.1007/s10956-013-9459-3

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