Document Type

Conference Paper

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

1.4 CHEMICAL SCIENCES, *pedagogy

Publication Details

Proceedings of Edulear: 3rd. Annual International Conference on Education and New Learning Technologies, Barcelona, Spain, pp.4507-4515.

ISBN: 9788461504411

Abstract

It is common for science undergraduates, particularly first year students, to remark that they do not receive appropriate support in their transition from second level to third level education; particularly in effective scientific laboratory report writing, new subject area preparedness and technical ‘know-how’ [1]. This is compounded by the insufficient, or inappropriate, feedback offered to students in these problem areas. The pedagogical emphasis often focuses on quantity rather than quality; both in report writing and content delivered. This publication describes an assessment methodology redesign to, firstly, incorporate on-line formative feedback and; secondly, to introduce one-to-one and one-to-group lab report feedback in a first year organic chemistry module to specifically target the problem areas aforementioned.

DOI

https://doi.org/10.21427/60ka-et58

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