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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 25, 2017 - Issue 1
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Special Theme on Clinical Education Research

Classroom action research on formative assessment in a context-based chemistry course

Johannes VogelzangGreijdanus College, Zwolle, the NetherlandsCorrespondence[email protected]
&
Wilfried F. AdmiraalVoortgezet Onderwijs, Lerarenopleiding, ICLON, Leiden University, Leiden, the Netherlands
Pages 155-166 | Received 10 Dec 2015, Accepted 08 Apr 2016, Published online: 08 Feb 2017

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Read on this site (2)

Jacquelien A. Bulterman-Bos. (2022) Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox. Educational Action Research 30:3, pages 377-394.
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Bing Wei & Fang Long. (2021) Teaching chemistry in context: what we know from teachers’ lesson plans. International Journal of Science Education 43:8, pages 1208-1227.
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Articles from other publishers (9)

Minale Demelash, Woldie Belachew & Dereje Andargie. (2023) The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry. Pedagogical Research 8:4, pages em0173.
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Mária Babinčáková, Mária Ganajová & Paweł Bernard. (2023) Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences. Journal of Chemical Education 100:9, pages 3276-3290.
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Zubair Ahmad, Mohammad Ammar, Abdellatif Sellami & Noora J. Al-Thani. (2023) Effective Pedagogical Approaches Used in High School Chemistry Education: A Systematic Review and Meta-Analysis. Journal of Chemical Education 100:5, pages 1796-1810.
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Chloé Lhardy, Héctor García-Ortega, Jesús Gracia-Mora, Armando Marín-Becerra, Antonio Reina & Miguel Reina. (2022) Unit Kemps: A Matching Card Game to Learn Physical Quantities, Units, and Symbols. Journal of Chemical Education 99:9, pages 3170-3176.
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Johannes Vogelzang, Wilfried F. Admiraal & Jan H. van Driel. (2021) Scrum methodology in context-based secondary chemistry classes: effects on students’ achievement and on students’ perceptions of affective and metacognitive dimensions of their learning. Instructional Science 49:5, pages 719-746.
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Metin ŞARDAĞ & Kemal İZCİ. (2021) Fen Bilgisi Öğretmen Adaylarının Pedagojik Muhakeme Becerilerinin Öğrenci Cevaplarını Yorumlamaları Yoluyla İncelenmesi. Pamukkale University Journal of Education.
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Johannes Vogelzang, Wilfried F. Admiraal & Jan H. Van Driel. (2020) A teacher perspective on Scrum methodology in secondary chemistry education. Chemistry Education Research and Practice 21:1, pages 237-249.
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E Siregar & S R Sirega. (2019) Inquiry learning strategy to improve mathematics achievement of junior high school. Journal of Physics: Conference Series 1188, pages 012047.
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R Burhanudin, N Nahadi & H Firman. (2019) Implementation of formative assessment portfolio check with feedback to improve mastery of concept and habits of mind students on acid-base material. Journal of Physics: Conference Series 1157, pages 042041.
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