Learners' Perspectives on Pure Science Content in Vocational Degree Programs: Chemistry for Pharmacists

Autor/inn/en	Smith, James R.; Chungh, Melleisha K.; Sadouq, Sara; Kandiah, Asarthan
Titel	Learners' Perspectives on Pure Science Content in Vocational Degree Programs: Chemistry for Pharmacists
Quelle	In: Science Education International, 28 (2017) 3, S.182-189 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Chemistry; Pharmaceutical Education; Pharmacy; Science Instruction; Simulated Environment; Educational Technology; Technology Uses in Education; Graduate Students; Masters Programs; Questionnaires; Online Surveys; Correlation; Secondary School Science; Student Attitudes; Biology; Foreign Countries; Difficulty Level; Program Effectiveness; Audience Response Systems; United Kingdom (England) + Suchen Sie Ihr Suchwort? Chemie; Apotheke; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Künstliche Umwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Fragebogen; Korrelation; Schülerverhalten; Biologie; Ausland; Schwierigkeitsgrad
Abstract	The objective of this study was to enquire how the chemistry experience of pharmacy students can be enhanced and how the virtual learning environment (VLE) for chemistry-related pharmacy modules might be improved. All Master of Pharmacy students at the University of Portsmouth United Kingdom were asked to complete a project-designed online questionnaire. Data from University course module feedback questionnaires were also analyzed. Qualitative and quantitative analyses were performed, using appropriate statistical evaluation. Pre-university chemistry was not correlated with current perceived relevance, difficulty, or workload (p>0.05). The latter two were positively correlated (p = 0.003). Students realized their study of chemistry was important (89%). Chemistry- and biology-related areas were rated equally enjoyable (p>0.05), but less than pharmacy practice areas (p<0.0001). Students' preferred choices for VLE development were video lectures > VLE quizzes > audio content. Keeping chemistry content relevant on pharmacy programs is important. Strategies for improving learning through extended use of the VLE have been identified. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01