A classroom-based study of the use of a rich-task in year 12 chemistry topromote independent learning and student motivation

• Autores: Ellen Leggate
• Localización: School Science Review, ISSN 0036-6811, Vol. 97, Nº. 361, 2016, págs. 23-29
• Idioma: inglés
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• Resumen

  • This article describes a small classroom-scale research study to investigate the use of a rich-task to promote independent learning and student motivation. A rich-task is a lowfloor, high-ceiling activity on which students work independently; it provides broad scope and flexibility in students' approaches and promotes creativity. For the rich-task in this study, year 12 chemistry students (aged 16-17) were challenged to create animations describing the mechanism of nucleophilic substitution. The impact was studied by motivation questionnaires, focus groups and lesson study. Students showed engagement in the task and were motivated to work independently;

    the teachers involved benefited from taking an active role in the process of research.