A Comparative Study of Leaving Certificate Chemistry in Ireland and Advanced Placement Chemistry in the United States
Citation:
McGoldrick, Niamh, 'A Comparative Study of Leaving Certificate Chemistry in Ireland and Advanced Placement Chemistry in the United States', [thesis], Trinity College (Dublin, Ireland). School of Education, Trinity College Dublin thesesDownload Item:
DrNiamhMcGoldrick M.Ed thesis TCD 2018.pdf (Thesis) 1.756Mb
Abstract:
This research aims to compare the senior second level programmes in Ireland and
the United States, so that recommendations can be made to establish best practice
for international chemical education. To do this, the project will exam the curriculum
design, assessment and examination criteria for both programmes, with special
consideration for the six objectives in Bloom’s Taxonomy.
The methodology used in this study was aligned with the comparative education
method, specifically the science (new) approach, used in other international studies
of this kind. This enabled a comprehensive approach to be employed in investigating
the parameters of both programmes and required the use of qualitative and
quantitative resources to assess the curriculum and experimental content analysis.
In addition, a specific sub-study of the chosen set of exam papers was conducted
using Bloom’s Taxonomy. Each question was analysed for the presence of the six
cognitive objectives reported in the taxonomy, and an average result across all five
years of papers studied was produced. From these results, recommendations to the
design and assessment style of both programmes were made.
This research has shown that aspects from both programmes are favourable to a
prospective second level chemistry course design. The Leaving Certificate
Chemistry coursework is better aligned with corresponding international chemistry
programmes, both in curriculum layout and subject content, and as a result, exposes
students to real world applications. The Advanced Placement course has six key
ideas and places a focus on delivering depth rather than breadth. The Advanced
Placement subjects’ curriculum is not prescriptive and so allows both the teacher
and student to use their learning through “it’s flexible” approach. This style is carried
through to the final assessment where students are required to apply a higher
degree of conceptual knowledge throughout the paper. This is also reflected in the
course’s accompanying marking scheme, where students are given marks for
answers which are additional to those proposed. This approach encourages
creativity and conceptual learning, and allows the student to reach higher order
objectives as a result.
The negative outcomes of both programmes were also documented. Leaving
Certificate Chemistry relies heavily on the lower order objectives, primarily
knowledge and comprehension. This design leads to issues with rote-learning and
memorization, neither of which are a true reflection of a student’s aptitude for the
subject. Students are not uniformly awarded for questions phrased in a similar
manner, and the marking scheme is rigid and prescriptive. There is also too much
choice on each paper, and the same level of cognitive skill is not required to answer
questions where choice exists. The Advanced Placement curriculum omits a crucial
topic; organic chemistry. Although the quality of the students produced by the
programme is unquestionable, the omission of such a fundamental topic is
concerning. In terms of the assessment format, it is also evident that students are
uniformly rewarded for answering all questions, regardless of the task. There is also
no choice on the paper, all questions are mandatory. This does not give a student
the ability to play to his or her strengths and must lead to unnecessary stress for
each student on the examination day.
Finally, both programmes are high stakes assessments, used for admission into third
level courses, yet neither officially assess practical chemical techniques. This is both
surprising and frustrating given the importance of science and science education in
the current global climate.
Author: McGoldrick, Niamh
Advisor:
Roche, JosephQualification name:
Master in EducationType of material:
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