Evaluation of Students for Seminar Activities | Chapter 4 | Recent Trends in Arts and Social Studies Vol. 7

 This affiliate is mainly concentrated on the curricular innovations of methodological matters for acquiring the assistant’s competences at undergraduate education place students as anticipated chemistry teachers comprise a target group. As the duty of the teacher is changeful, teachers will increasingly find themselves questioned to become thoughtful about their core pedagogical principles and beliefs. In addition, constructivist models of education and learning are promoting new tests for successful education – criteria that bet heavily on teacher’s self-evaluation and decision making about their own work. The explanatory empirical method is secondhand by students for self-judgment of the quality of conference tasks defined in a DCEM subject module. On a orderly basis, restricted didactic concepts have happened taken into report in the redesign of the seminar as a important curricular form. The organisation, methodology, and judgment of seminar work are the main extents of research into its ideal performance.These three model limits serve to implement graduate seminar activities similarly Bologna teachers’ competences. The pupil's assumption of defined working roles accompanying innovative aspects represents the key organizational aim of the seminar work. It abstain from food saying that the renovation of some seminar is established the consistent consideration of restricted didactic standard.Using the descriptive practical method for student’s self-judgment of seminar work delimited in methodological subject module of three cases (Didactics of Chemistry, Experiments and Natural Activities-Mentroship) some eforts in betteringthe ability mastery over.The scope of the self-judgment of these activities ranges from the exercise of functional parts (The Task Owner, Coordinator, Evaluator, Student Record-Keeper), through the acquired experience of the graduate as the bearer of the conference work and the participant's autonomy, in addition to the seminar results of the entertainer, to potential improvements.Evaluation of organizer’s and coordinator’s information and skills is achieved by colleague while evaluation of student evaluator’s and graduate record-keeper’s competences is confessed to teacher-trainer.In addition to the scholar's great date in the implementation of the undergraduate's varied seminar endeavors and his/her independence, it is also necessary to focal point the teacher-instructor's role in the articulation of conference tasks and preparation of juniors' reports.

Author(s) Details:

Darinka Sikosek,
Faculty of Natural Science and Mathematics, Department of Biology, Chair of Chemical Education, University of Maribor, Slovenia and Fakulteta za Naravoslovje in Matematiko, Koroška Cesta 160, SI-2000, Maribor, Slovenia.

Please see the link here: https://stm.bookpi.org/RTASS-V7/article/view/11772