The present paper reports upon the design and implementation of a novel practical work pedagogy that is shown to increase students’ retention of practical procedures. The chemistry exams, for 15 to 16-year olds in England, will be assessed entirely through terminal examination questions from 2018. Longer term retention of learning is critical if these students are to minimise any discrepancy in attainment that may arise from following curricula with a coursework component. The novel design, underpinned by Cognitive Load Theory and Social Constructivism, involves pre-laboratory preparation and employs oracy to promote thinking during practical work. Three equivalent chemistry groups within the same school undertook neutralisation and crystallisation practical tasks and their practical work exam question attainment data is analysed. The novel pedagogy is trialled as a neutralisation task with one group and affective outcomes are determined through Likert scale activity feedback questionnaire. Attainment data shows a statistically significant higher mark in practical exam question attainment for the intervention compared to the control group when tested ten weeks after the teaching episode.

中文翻译：

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终端评估的新型实用教学法†

本论文报告了一种新颖的实践工作教学法的设计和实施，该教学法显示出可以增加学生对实践程序的保留率。从2018年开始，将针对英格兰15至16岁的孩子进行化学考试，完全通过终末考试问题进行评估。长期学习是至关重要的，如果这些学生要最大程度地减少因遵循课程设置而可能导致的学习成绩差异，则至关重要。课程作业的组成部分。这项新颖的设计以认知负荷理论和社会建构主义为基础，涉及实验室前的准备工作，并在工作中运用口头表达促进思维。同一所学校内三个等效的化学小组承担了中和和结晶的实际任务，并分析了他们的实际工作考试成绩数据。新型教学法作为一组中和任务进行试行，并通过李克特量表活动反馈问卷确定情感结局。在教学情节十周后进行测试时，与对照组相比，干预措施的实践考试成绩获得率数据显示出统计学上显着较高的分数。