Smart Worksheets and Their Positive Impact on a First-Year Quantitative Chemistry Course
Journal of Chemical Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 11, 2025
The
pandemic
was
a
very
difficult
time
for
everyone,
as
well
teachers
and
their
students.
Teachers
of
first-year
quantitative
chemistry
courses,
both
during
the
postpandemic,
encountered
many
pandemic-induced
difficulties,
including
inter
alia
communicating
with
individual
students,
providing
them
rapid
formative
feedback,
determining
where
they
were
on
learning
journey.
In
addition,
two
cohorts
students
requiring
different
teaching
approaches
enrolled
this
course
period
study
(2020–2023).
One
cohort
had
post-16
mathematics
qualification
(A-level
that
includes
calculus)
other,
pre-16
(GCSE
does
not
include
highest
qualification.
Article,
we
show
value
using
Smart
Worksheets
to
address
these
challenges.
provided
valuable
information
about
students'
ability
apply
mathematical
concepts
within
context
and,
consequently,
allowed
team
shape
workshops
cater
any
application
difficulties.
clearly
identified
number
(basic)
skills
struggling
with,
graphing,
uncertainty
analysis,
units,
logs
buffer
calculations.
also
connect
either
commend
work
or
ask
how
coping
if
appeared
be
struggling.
Students
highlighted
instant
feedback
by
unlimited
availability
impacted
positively
learning.
helped
identify
subgroups
in
student
higher
qualification;
one
subgroup
could
knowledge
contexts
while
other
able
move
from
context.
This
alter
workshop
emphasize
translation
another.
Язык: Английский
Finally Digital Natives? Changes in Media Use among Science Students during the COVID-19 Pandemic
Education Sciences,
Год журнала:
2024,
Номер
14(6), С. 555 - 555
Опубликована: Май 21, 2024
This
study
examines
the
development
of
pre-experiences
with
digital
media
at
school
and
in
university,
creating
entertainment-oriented
use
attitudes
towards
classroom
among
students
first
three
years
study,
particularly
those
enrolled
science
courses,
times
COVID-19
pandemic.
Using
a
questionnaire
adapted
from
Vogelsang
et
al.
scales
were
calculated
PERMANOVAs,
Kruskal-Wallis
tests
post-hoc
Dunn
done
shedding
light
on
influence
graduation
year
semester
as
well
difference
between
current
cohort
pre-pandemic
one.
Results
revealed
significant
shifts
experiences,
who
still
attending
during
Compared
to
colleagues
without
experience
pandemic,
they
showed
more
frequent
for
communication
collaboration.
Moreover,
discernible
trend
increasing
experiences
academic
progression
university
level
was
observed.
A
semester-by-semester
comparison
also
an
increase
university.
However,
teaching
exhibited
slight
decrease
cohorts.
These
findings
underscore
imperative
integrating
tools
educational
settings
bolster
literacy
foster
effective
learning
thereby
equipping
necessary
skills
navigate
increasingly
digitalized
world.
Язык: Английский
Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching
Journal of College Science Teaching,
Год журнала:
2024,
Номер
53(5), С. 516 - 522
Опубликована: Июль 23, 2024
Due
to
the
COVID-19
pandemic,
Biology
Teaching
Assistants
(TAs)
were
tasked
with
transitioning
and
adapting
their
instruction
an
online
environment
by
quickly
implementing
Emergency
Remote
(ERT)
practices.
Effective
in-person
teaching
requires
student-centered
approaches
support
undergraduate
student
learning.
Using
interviews
Approaches
Inventory
(ATI),
a
case
study
was
conducted
explore
impact
on
TAs
during
transition
emergency
remote
environment,
identify
areas
where
need
further
through
Professional
Development
(TPD).
The
findings
revealed
themes
regarding
challenges
in
ERT
context,
such
as
decreased
active
learning
opportunities,
office
hours
attendance,
engagement,
more
time
spent
tasks.
Our
work
provides
educational
researchers
practitioners
key
aspects
that
can
improve
TPD
for
Язык: Английский
Project digiSTAR – digital augmented Science Teaching and Research
Journal of Physics Conference Series,
Год журнала:
2024,
Номер
2693(1), С. 012002 - 012002
Опубликована: Янв. 1, 2024
Abstract
This
paper
introduces
the
digiSTAR
project,
whose
primary
focus
is
on
bridging
digital
gap
in
undergraduate
studies,
which
arises
between
now
digitalized
schools
and
technology-driven
master’s
programs
at
universities
when
courses
are
taught
a
more
traditional
less
way,
by
providing
teaching-learning
modules
resources.
The
second
goal
to
provide
pre-service
science
teachers
with
authentic
learning
opportunities
for
designing
testing
lessons
(peer)
feedback
their
own
developments,
accordance
DiKoLAN
framework,
characterizes
competencies
teaching
education.
Initial
results
of
first
design-based
research
cycle,
based
survey
first-year
chemistry
students,
showed
that
students
have
difficulty
understanding
physical
fundamentals
quantum
needed
understand
topics
such
as
molecular
orbital
theory.
These
challenges
can
potentially
be
eased
through
implementation
innovative
modules,
been
will
created
teacher
enrolled
Master
Education
program.
project
aims
establish
collection
designed
courses,
long-term
vision
extending
this
endeavour
encompassing
broader
range
academic
disciplines
address
reduce
gap.
Язык: Английский
Make Lectures Match How We Learn: The Nonlinear Teaching Approach to Economics
Education Sciences,
Год журнала:
2024,
Номер
14(5), С. 509 - 509
Опубликована: Май 9, 2024
This
paper
proposes
a
nonlinear
teaching
approach,
based
on
learning
theories
in
cognitive
psychology,
with
special
focus
large-cohort
economics
modules.
The
fundamental
rationale
is
to
match
the
features
of
nature
learning.
approach
was
implemented
an
undergraduate
module,
which
received
qualitative
feedback
and
quantitative
evaluation.
Formal
econometric
models
both
binary
continuous
treatment
effects
were
developed
estimated
quantify
proposed
approach.
Evidence
shows
that
significantly
improves
effectiveness
efficiency
learning-teaching
process
but
does
not
promote
student
attendance.
Язык: Английский