New directions in the teaching of physical sciences最新文献_第3页

A consideration of two models of health and safety training for undergraduate chemists 对本科化学家健康与安全培训两种模式的思考

New directions in the teaching of physical sciences Pub Date : 2019-11-22 DOI: 10.29311/ndtps.v0i14.3221

J. Gaynor

引用次数: 0

Work-related learning: benefits and challenges 与工作相关的学习:好处与挑战

New directions in the teaching of physical sciences Pub Date : 2019-11-06 DOI: 10.29311/ndtps.v0i14.3270

Claire Cornock, Ellen M Marshall, Jess Hargreaves

引用次数: 1

Student perceptions of belonging at university: a qualitative perspective. 学生对大学归属感的看法:一个定性的视角。

New directions in the teaching of physical sciences Pub Date : 2019-11-06 DOI: 10.29311/ndtps.v0i14.3238

A. Kelly, H. Mulrooney

引用次数: 5

Picture boards as demonstrator aids for pre-practical briefings. 绘板作为实践前简报的示范辅助工具。

New directions in the teaching of physical sciences Pub Date : 2019-10-02 DOI: 10.29311/ndtps.v0i14.3211

Leanne A. Blount, Richard A. R. Blackburn

引用次数: 0

Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study 打破障碍，建立社区:通过远程学习提高学生参与在线多学科科学学习的准备——一个案例研究

New directions in the teaching of physical sciences Pub Date : 2019-10-02 DOI: 10.29311/ndtps.v0i14.3217

C. Hutton, J. Robson

{"title":"Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study","authors":"C. Hutton, J. Robson","doi":"10.29311/ndtps.v0i14.3217","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3217","url":null,"abstract":"Developing an online learning community can help to improve student success. This presents a challenge as the student cohort is often time-limited and shifting in composition before a module starts. The continued evaluation and development of an online preparatory website for the new, year one module S112 - Science: concepts and practice is reported. Evaluation of the site in 2017-18 showed high levels of student satisfaction with the resources, though very little engagement with the asynchronous forum. Therefore, improvements before the October 2018 module start centred on increasing student engagement on the forum: Firstly, tutors moderating the forums were tasked with developing several optional scientific tasks for staged release to generate student discussion. Secondly, volunteer peer mentors from the 2017-18 presentation were recruited and trained as “student buddies” to provide non-academic advice and support.Student engagement increased markedly prior to the October 2018 module. The clearest emergent theme from tutors who moderated the forums was that students were seeking to establish a study community, rather than obtain subject-specific advice. Student response to the buddies was positive, with students more willing to ask questions of the buddies than of the tutor moderators. Data for S112 show that registrations at module start increased by 23.5% from 2017 to 2018, and early withdrawals (14 days after module start) dropped by 2%.Our results provide ideas for building online student engagement, particularly in scenarios where students may come and go, and have little available time: for example, bridging gaps in time or academic readiness, whether by blended or distance learning.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130677260","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: 2

International Group Work for Sustainable Chemistry 可持续化学国际小组工作

New directions in the teaching of physical sciences Pub Date : 2019-09-30 DOI: 10.29311/ndtps.v0i14.2821

K. Haxton, R. Darton

引用次数: 3

Exploring self-assessments in university undergraduate students: how accurate are they? 大学生自我评价的准确性研究

New directions in the teaching of physical sciences Pub Date : 2019-09-26 DOI: 10.29311/ndtps.v0i14.3208

H. Mulrooney

{"title":"Exploring self-assessments in university undergraduate students: how accurate are they?","authors":"H. Mulrooney","doi":"10.29311/ndtps.v0i14.3208","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3208","url":null,"abstract":"Self-assessment, whereby students are actively engaged in assessing the quality of their work, has been shown to benefit them. It is not routinely carried out in all institutions. This pilot study aimed to explore the extent to which students chose to engage with self-assessment when invited to do so, and how accurate they were when they did. A short pilot tool including qualitative and quantitative elements, was circulated to students within a school of the largest faculty of Kingston University. Students completed the self-assessment and submitted it with their completed assignments. Actual grades achieved were compared with self-assessments. Qualitative data were analysed using basic thematic analysis. The highest average marks achieved were in the group who correctly self-assessed their work. More students incorrectly self-assessed than correctly assessed their work, and almost a third of students did not engage with the activity. Those who incorrectly over-assessed their work had average marks similar to those that did not engage with the activity, significantly lower than the average marks achieved by the incorrect under-assessors and the correct self-assessment groups. Correct self-assessing students were more specific about the skills they demonstrated and the support they used for their assignments.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"116 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120940702","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: 1

Creating an online mathematics and statistics community of learners 创建一个在线数学和统计学习者社区

New directions in the teaching of physical sciences Pub Date : 2019-07-24 DOI: 10.29311/NDTPS.V0I14.2824

R. Hilliam, D. Goldrei

{"title":"Creating an online mathematics and statistics community of learners","authors":"R. Hilliam, D. Goldrei","doi":"10.29311/NDTPS.V0I14.2824","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I14.2824","url":null,"abstract":"There is an increasing focus within Higher Education on the wider student experience. Student engagement and a well-developed community are associated with greater levels of retention, student satisfaction and success. Whilst creating opportunities for students to engage with each other and staff may be easier in a face-to-face environment, the School of Mathematics and Statistics at The Open University has a long tradition of engaging distance learning students outside the ‘classroom’ environment. As the opportunities for face-to-face engagement have declined over time, the School has needed to adapt how this support is provided. One such initiative was to provide a subject forum with the specific remit of offering advice on module choice – the module advice forum. This paper shows how the forum fulfils a set of criteria which define a bounded learning community. Since its creation in the early 90’s the forum has flourished and now provides students with the opportunity to engage more fully in issues such as curriculum development and delivery of student support. The key to its success is the wide-ranging community which contributes, besides the students themselves: this includes academics, part-time tutors and advisory student support staff, who all have their ‘academic home’ in the School of Mathematics and Statistics. The forum is housed on a Study website which provides dedicated resources to which students are referred via the forum to answer specific questions regarding module choice at the appropriate point in their student journey.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133373629","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: 1

Active learning across disciplines: opportunities to develop employability skills and leadership potential in undergraduate students. A student and staff perspective. 跨学科主动学习:为本科生提供发展就业技能和领导潜力的机会。学生和员工的观点。

New directions in the teaching of physical sciences Pub Date : 2019-02-07 DOI: 10.29311/NDTPS.V0I14.3048

A. Kelly, Jake Bell, R. Dicker, M. Garcia, E. Kelly, Ricarda Streich, H. Mulrooney

引用次数: 1

First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes 两个英国化学学位课程的第一年本科学生期望

New directions in the teaching of physical sciences Pub Date : 2019-01-23 DOI: 10.29311/NDTPS.V0I14.3047

Dylan P. Williams, Shane Lo Fan Hin, E. Erlina

{"title":"First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes","authors":"Dylan P. Williams, Shane Lo Fan Hin, E. Erlina","doi":"10.29311/NDTPS.V0I14.3047","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I14.3047","url":null,"abstract":"Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123527494","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: 3