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Programmed elicitation in secondary school chemistry teaching: A 10‐year summary
Author(s) -
Li Tong,
Liu Xiufeng
Publication year - 1995
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.3730790606
Subject(s) - summative assessment , context (archaeology) , programmed instruction , science education , mathematics education , chemistry , computer science , psychology , formative assessment , history , archaeology
This article summarizes a 10‐year Chinese secondary school chemistry teaching experiment called programmed elicitation. The principles for programmed elicitation textbook development and classroom teaching are discussed. The historical context, the impact of Western education theories, and traditional Chinese elicitation are reviewed. The background of the experiment, experimental procedures, and results are presented using a meta‐analytical summative format. It is shown that programmed elicitation is more effective than the traditional Chinese elicitation. Finally, the implications of programmed elicitation for both Chinese and international science education are discussed. © 1995 John Wiley & Sons, Inc.