Designing Chemistry Learning Performance Goals Based on Curriculum Standards: Theories, Framework and Case Analysis
HE Peng1,2*
1. Institute of Chemical Education, Northeast Normal University, Changchun 130024, China;
2. College of Education, Michigan State University, East Lansing 48864, America
Abstract Integration of “teaching, learning and evaluation” is one of the most important factors for enacting chemistry core competence-based curriculum. How to design the goal of the integration of “teaching, learning and evaluation” becomes a topic of common concern of both chemistry education researchers and practitioners. This study brings the vision of learning performance goal from world-wide science education research community. Based on the integration perspective of chemistry core competencies, this study applies the principles of Construct-Centered Design and Evidence-Centered Design to establish a holistic design process for developing standard-based chemistry learning performance goals. Using “2.2 redox reaction” as an example, this study shows the design process comprehensively and also presents the design of “teaching, learning and evaluation” activities with a specific learning performance goal. This study will bring an emergent perspective and methodology for researching and practicing chemistry core competency-based classroom teaching and evaluation.
HE Peng. Designing Chemistry Learning Performance Goals Based on Curriculum Standards: Theories, Framework and Case Analysis[J]. Chinese Journal of Chemical Education, 2022, 43(13): 13-22.
