| Summary: | 博士 === 國立師範大學 === 科學教育研究所 === 81 === This study presents a model of instruction and assessment
for conceptual learning of distillation technique at university
level. Instructional materials and strategies were developed
and organized to guide students toward developing ability of
simultaneously using the technique, intellectual inquiry skills
, and subject matter knowledge to solve chemistry problems new
to them, i.e., achieving learning transfer. The instructional
materials and assessment instruments were developed on the basis
of specific instructional and assessment criteria that arose
from content analysis and instruction/evaluation analysis. The
model involved (A) direct instruction strategies involving
frequent structures questioning, consistent feedback, extensive
practice, and group discussion, and (B) a classroom information
system for promoting student''''s self-generated motivation, self-
confirmation, self-reinforcement, and self-correction. The
efficiency of the model and the validity of the assessment
instrument were observed in (1) the facts that above 82% of the
students passed the criteria for conceptual learning of
distillation; (2) progress of learning indicated by increments
in the average passing rates from pre-test to post-test 1 to
post-test 2; and (3) strong positive correlations of the actual
results of experimental technique performances with test results
on (a) experimental skills, (b) the science-process skills, and
(c) the subject-matter knowledge. These strong correlations and
the application of S-P chart analysis were used to validate the
criterion-referenced measurement instruments of the distillation
tecnhique.
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