Evaluation of science and technology area first year student learning outcomes
2019
Cedere, D., University of Latvia, Riga (Latvia) | Jurgena, I., University of Latvia, Riga (Latvia) | Birzina, R., University of Latvia, Riga (Latvia)
The research proves that the first year students lack independent learning skills and they have insufficient prior knowledge in science subjects and mathematics. It is especially important to solve this problem when educating the prospective specialists of the science and technology area. The need to develop young adults’ creative thinking skills is also topical. The effectiveness of the laboratory works in chemistry of the future biologists and optometry specialists was researched implementing the learning outcomes-based approach. The aim of the research is to find out how the depth of cognitive learning affects the first year students’ learning. The research is focused on students’ constructivist learning and the development of their logic-mathematical thinking. Tests checking the students’ knowledge were developed applying a modified Bloom’s taxonomy. These tests were used to check the students’ knowledge and skills after doing the laboratory work. The research participants were 74 biology and optometry first year students. The test results provide a feedback for students and thus create a possibility to adjust the teaching-learning process. SPSS programme was used for statistic processing of the research findings. It can be concluded that only one third of the students are able to demonstrate the skill to analyse and evaluate attaining the learning outcomes that correspond to the university requirements. Questions of logic-mathematical character, noticing the causes of possible mistakes and evaluation of one’s own work create the main difficulties for students. Learning outcomes are closely connected with the depth of the students’ cognitive activity, as it is proved by statistically significant differences among high performing, middle performing and low performing students.
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