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There is evidence to suggest that first-year chemistry learning experiences may discourage students from studying further chemistry courses. This paper reports on an investigation on the influence of first year learning experiences in two first year chemistry courses on students' chemistry enrollment choices. Students enrolled in first year chemistry in a New Zealand university were surveyed using the learning experiences scale of the Chemistry Attitudes and Experiences Questionnaire (CAEQ) at two times throughout the academic year. Nineteen students enrolled in a first year chemistry course also were interviewed at the beginning of their tertiary education career and again at the end of their first and second semester chemistry courses. The students dislike lecturing styles where the entire set of notes was handed out before the lecture. They enjoy tutorials, but were less positive about practical learning experiences because of the large emphasis on volumetric analysis. Their learning experiences influenced their attitude-toward-enrolling in subsequent chemistry papers, with most of the students' attitudes becoming less positive. The results suggest that tertiary chemistry academics need to modify teaching practice if they wish to encourage students to continue with tertiary level chemistry study. (Author)

Descriptors: Chemistry, Curriculum Development, Enrollment, Foreign Countries, Higher Education, School Holding Power, Science Education, Student Attitudes, Teaching Methods











Autor: Dalgety, Jacinta; Coll, Richard K.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7035&id=ED475165







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