Preliminary communication

https://doi.org/10.15516/cje.v23i3.4018

A Delphi Study and Verification of Assessment of Chemistry Experiments Videos

Cui Liu ; College of Teacher Education Jiangsu Normal University 101 Shanghai Rd., Xuzhou, Jiangsu Province, China
Sufen Chen orcid.org/0000-0001-8453-0225 ; Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology 43, Sec.4, Keelung Rd., Taipei, Taiwan 106, R.O.C.
Shou Liu ; School of Chemistry & Materials Science Jiangsu Normal University 101 Shanghai Rd., Xuzhou, Jiangsu Province, China
Jinfyuan Liu ; School of Chemistry & Materials Science Jiangsu Normal University 101 Shanghai Rd., Xuzhou, Jiangsu Province, China
Jie Wang ; School of Chemistry & Materials Science Jiangsu Normal University 101 Shanghai Rd., Xuzhou, Jiangsu Province, China
Yingying Han ; School of Chemistry & Materials Science Jiangsu Normal University 101 Shanghai Rd., Xuzhou, Jiangsu Province, China

Abstract

The purpose of this study was to use the Delphi method to combine consensus
opinion to develop indicators for pre-service chemistry teachers to assess videos of
chemical experiments. This study had two stages. The first was to construct the Video
Assessment Questionnaire using a modified Delphi consensus process delivering three
rounds of face-to-face or online surveys. The 50 participants included professors,
associate professors, undergraduate students, and middle school teachers. The Video
Assessment Questionnaire has a high degree of consensus as shown by the coefficients
of variation and Kendall’s W of the second and third rounds. The final version
included 20 indicators in three major aspects: content organization, experiment
operation, and video quality. In the second stage, a quasi-experiment was designed
to test the effect of using the questionnaire in Chemistry Teaching Methodology
Course. The experimental group (n = 22) used the questionnaire to evaluate their
own videos and reflect on their performance, whereas the control group (n = 11)
carried out the same tasks without the tool. We found that the pre-service teachers
who used the Video Assessment Questionnaire had better laboratory instruction
(t(31) = 4.25, p<.001), especially the operation in experiments (t(31) = 4.95, p<.001)
than those who only made videos. This study verified the effectiveness of the Video
Assessment Questionnaire in terms of helping pre-service chemistry teachers to
improve experiment operations skills.

Keywords

assessment; chemistry education research; laboratory instruction; multimedia-based learning

Hrčak ID:

266855

URI

https://hrcak.srce.hr/266855

Publication date:

17.11.2021.

Article data in other languages: croatian

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