Chemistry Student Perceptions of Transferable & Workplace Skills Development

Autor/inn/en	Williams, Dylan P.; Handa, Sandeep
Titel	Chemistry Student Perceptions of Transferable & Workplace Skills Development
Quelle	In: New Directions in the Teaching of Physical Sciences, 11 (2016) 1, (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2051-3615
Schlagwörter	Chemistry; Student Attitudes; Transfer of Training; Employment Potential; Skill Development; Science Education; Job Skills; Undergraduate Students; Foreign Countries; Problem Based Learning; Teamwork; Time Management; Communication Skills; United Kingdom (England) + Suchen Sie Ihr Suchwort? Chemie; Schülerverhalten; Training; Transfer; Ausbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Naturwissenschaftliche Bildung; Produktive Fertigkeit; Ausland; Problem-based learning; Problemorientiertes Lernen; Zeitmanagement; Kommunikationsstil
Abstract	The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught by a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most discipline specific skills does not vary between year groups, but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "Problem solving", "time management", "working in a team" and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe that the "real-world", authentic nature of C/PBL problems may be an important factor in determining the extent of skills development. (As Provided).
Anmerkungen	University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/ojs1/index.php/new-directions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01