Literaturnachweis - Detailanzeige
| Autor/in | Adams, Christopher J. |
|---|---|
| Titel | A Constructively Aligned First-Year Laboratory Course |
| Quelle | In: Journal of Chemical Education, 97 (2020) 7, S.1863- (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Adams, Christopher J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| Schlagwörter | Undergraduate Students; Chemistry; Science Instruction; Universities; Laboratory Experiments; Alignment (Education); Computer Assisted Testing; Formative Evaluation; Feedback (Response); Dialogs (Language); Learner Engagement; Skill Development; Foreign Countries; Introductory Courses; United Kingdom (Bristol) |
| Abstract | The first-year undergraduate laboratory course in chemistry at the University of Bristol has been changed in an attempt to have students focus on learning practical skills, rather than on their experimental results. Analysis revealed a misalignment between the stated aims of the course--developing basic practical skills and developing laboratory awareness--and its assessment, which awarded marks for online quizzes and experimental outcomes. Redesigning the course to allow a great deal of formative assessment, dialogic feedback, and the assessment of actual practical skills has produced good levels of learning, engagement, and student satisfaction. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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