Chemistry Reference
In-Depth Information
course of action without a lot of support on my part. Furthermore, their levels of
concentration and persistence with the task were remarkable.
Conclusively, the findings in these categories show how the students
engage-
ment to work on a task persistently increased in comparison to the science lessons
before. More active participation and related behavioral strategies could be
observed.
Implications derived from this case study for the affective dimensions of chem-
istry education as well as limitations will be addressed in the next section.
'
8 Conclusions and Limitations
The following section deals with the reflection-on-action and reflection-before-
action in order to evaluate and revise the knowledge gained for further implemen-
tation so that the action research cycle could start again.
The case study has revealed that it is reasonable to adjust teaching practice to the
affective preconditions of special-needs students with focal points of support in
learning and emotional and social development to reach active participation and
engagement in chemistry learning. The results are in line with the recommendations
of Lynch et al. (
2005
). From my point of view, it would have hardly been possible
to engage students in working on a scientific task if their affective situation had not
been considered. In accordance with the complexity of the learners
emotional
situation and experiences, aims, approaches and methods of teaching, scaffolding,
etc., were chosen and adapted. Like the study of Maria et al., this study revealed that
“constant re-evaluation of the strategies used by the teacher” is demanded “to
guarantee an affective proximity between students and school chemistry” (
2003
,
p. 1109).
Furthermore, it was helpful to reduce cognitive demands while implementing a
new approach, especially as defensive strategies and fear of failure were expected.
The students could hardly handle high demands in cognitive and affective domains
concurrently, although both are relevant depending on objective, topic, and method
to be implemented. This implies that aims in the two different domains should be
strived for consecutively to avoid mental overload and frustration.
Here, inquiry-based learning has turned out to be an appropriate approach in
terms of influencing affective aspects, with the limitations that inquiry-based
learning has to be implemented successively and carefully scaffolded. Villanueva
et al. (
2012
) corroborate this finding. The skills needed to manage an inquiry are
multidimensional and challenging. Taking time to launch the respective subject
matter and social, personal, and methodological skills is necessary to reach at least
level 2 (guided inquiry), which may be the optimal level for some students
(Blanchard et al.,
2010
; Scruggs & Mastropieri,
2007
). Applying a well-conceived
inquiry-based approach and thereby orientating to the students
'
needs “causes more
engagement, more motivation, more self-confidence and a greater competence gain
for all participants—pupils and teacher” (Abels,
2012
, p. 171). And that makes the
implementation worth it.
'
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