New directions in the teaching of physical sciences最新文献_第2页

Managing your mind: how simple activities within the curriculum can improve undergraduate students' mental health and wellbeing 管理你的思想:课程中的简单活动如何改善本科生的心理健康和幸福

New directions in the teaching of physical sciences Pub Date : 2021-01-07 DOI: 10.29311/NDTPS.V0I16.3588

E. R. Edwards, H. Interthal, H. McQueen

引用次数: 0

The university campus and a sense of belonging: what do students think? 大学校园与归属感:大学生怎么看?

New directions in the teaching of physical sciences Pub Date : 2020-12-17 DOI: 10.29311/ndtps.v0i15.3590

H. Mulrooney, A. Kelly

{"title":"The university campus and a sense of belonging: what do students think?","authors":"H. Mulrooney, A. Kelly","doi":"10.29311/ndtps.v0i15.3590","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3590","url":null,"abstract":"The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Classroom Response Systems: Inclusion, Attainment and Active Learning 课堂反应系统:包容、成就和主动学习

New directions in the teaching of physical sciences Pub Date : 2020-08-04 DOI: 10.29311/ndtps.v0i15.3467

Suzan Orwell, J. Denholm-Price, Eglė Butt

{"title":"Classroom Response Systems: Inclusion, Attainment and Active Learning","authors":"Suzan Orwell, J. Denholm-Price, Eglė Butt","doi":"10.29311/ndtps.v0i15.3467","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3467","url":null,"abstract":"The ‘clickers project’ is a University-wide project, designed to provide an inclusive facility for technology-enhanced learning to staff and students. Every level 4 student received a free clicker device. Students were asked to register their clicker using the University’s virtual learning environment (VLE) in order to investigate student engagement with in-class quizzes using clickers. Participation in the clicker registration process was recorded and evaluated as an indication of engagement with classroom technologies. Overall, significant differences in progression and participation in the registration process were observed with respect to ethnicity, gender and non-continuation rates for full-time, first degree entrants. In an accompanying survey, students who were less confident in their in-class responses were more likely to resist working with peers or to give-up more quickly when tackling difficult questions. This paper presents three key elements of the project: First, Kingston University’s inclusive approach in promoting classroom technology, second, analysis of engagement with the clicker registration process, and finally student perceptions of the use of classroom technologies. The objective is to show how classroom technologies can be seen as inclusive tools for feedback, capable of providing early signs of gaps in attainment among learners.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114502342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transition to higher education; prospective and retrospective student experiences 向高等教育过渡;前瞻性和回顾性的学生经历

New directions in the teaching of physical sciences Pub Date : 2020-07-27 DOI: 10.29311/ndtps.v0i15.3279

Ian Piper, A. Kelly, H. Mulrooney

引用次数: 0

Peer grading reduces instructor’s workload without jeopardizing student learning in an undergraduate programming class 同伴评分减少了教师的工作量，同时又不影响学生在本科编程课上的学习

New directions in the teaching of physical sciences Pub Date : 2020-07-24 DOI: 10.29311/ndtps.v0i15.3466

Fedor Duzhin, Amrita Sridhar Narayanan

引用次数: 1

Investigating students understanding of organic reaction mechanisms from performing organic chemistry experiments 通过进行有机化学实验，调查学生对有机反应机理的理解

New directions in the teaching of physical sciences Pub Date : 2020-07-24 DOI: 10.29311/ndtps.v0i15.3447

N. Mistry, S. Nicholson

引用次数: 2

Spaced Repetition: towards more effective learning in STEM 间隔重复:在STEM中更有效的学习

New directions in the teaching of physical sciences Pub Date : 2020-01-15 DOI: 10.29311/ndtps.v0i15.3376

A. Voice, A. Stirton

{"title":"Spaced Repetition: towards more effective learning in STEM","authors":"A. Voice, A. Stirton","doi":"10.29311/ndtps.v0i15.3376","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3376","url":null,"abstract":"The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant ( p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant ( p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128048276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university? 职业资格证书(BTEC)如何为学生在研究型大学攻读生物科学学位做准备?

New directions in the teaching of physical sciences Pub Date : 2019-12-13 DOI: 10.29311/ndtps.v0i14.3315

E. Hurrell, Emma Shawcross, Edward Keeling

{"title":"How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?","authors":"E. Hurrell, Emma Shawcross, Edward Keeling","doi":"10.29311/ndtps.v0i14.3315","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3315","url":null,"abstract":"Over the last decade the number of students coming to university with a BTEC qualification has risen. As BTEC students are more likely to come from widening participation backgrounds, accepting students with a BTEC qualification has been instrumental in helping universities to broaden access to Higher Education. However, the poorer progression and retention of students attending university with a BTEC qualification is a key area of concern. The aim of this study was to explore the transition experience of Biosciences students entering university with a BTEC qualification in order to better target support for these students. Focus groups with current students who entered university with a BTEC qualification, and semi-structured interviews with teaching staff at feeder colleges, highlighted that the BTEC equipped students with many transferable skills relevant to university study. In particular it prepared students for time management, report writing, practical laboratory work and working independently. However, our findings suggest that further support is required in mathematics, chemistry, examination and revision techniques. We propose that instilling confidence, encouraging friendship groups, more transparent advertising and developing inclusive curricula may help to improve BTEC student retention and progression. ","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125681559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program 中国学生在中英跨国化学学位项目学习的期望与现实

New directions in the teaching of physical sciences Pub Date : 2019-12-13 DOI: 10.29311/ndtps.v0i14.3325

Phillippa B Cranwell, Michael G. Edwards, K. Haxton, Julie Hyde, E. Page, Daniela Plana, Gita Sedhi, James S. Wright

引用次数: 3

A Whole-Class Self-Assessment Method to Enhance Engagement with Feedback in Low-stakes, High-value Assessments in the Physical Sciences 在低风险、高价值的物理科学评估中，提高学生参与反馈的全班自我评估方法

New directions in the teaching of physical sciences Pub Date : 2019-12-11 DOI: 10.29311/ndtps.v0i14.3223

D. McGarvey, L. M. Hancock

引用次数: 1