Evaluating the Effectiveness of Students’ Active Learning in Chemistry

Abstract

The paper presents an evaluation of the effectiveness – from the perspective of both knowledge and motivation – of an active learning approach to 8th grade chemistry. The effectiveness of the learning approach has been evaluated using a chemistry content knowledge pre/post test protocol and the Motivational Learning Environment (MoLE) instrument. A total of 171 students from four Slovenian primary schools participated in the investigation, divided into a control group (regular chemistry classes) and an intervention group (our treatment courses with PROFILES modules). PROFILES modules, as used in the treatment group, promote inquiry-based science education in the socio- scientific context and support science teachers in developing more effective ways to teach students. The results obtained underline the advantages of the treatment courses in comparison to regular chemistry classes, but indicate that students need some time to adapt to an innovative teaching- learning strategy.