清晰
背景(考古学)
批判性思维
本科研究
主题(计算)
实验室安全
化学教育
感知
化学
工程伦理学
数学教育
工程类
教育学
心理学
计算机科学
医学教育
医学
有机化学
古生物学
神经科学
操作系统
生物
社会心理学
生物化学
热情
作者
David L. A. Scarborough,Rod D. Hall,Kellie Elizabeth Vanderkruk
标识
DOI:10.1021/acs.jchemed.1c01181
摘要
Inquiry- and context-based learning (IBL and CBL, respectively) can lead to improved student outcomes, including increased motivation and interest, the development of critical thinking skills, and improved assessment results. This study outlines the application of IBL research projects in third-year university Environmental Chemistry and Analytical Chemistry subjects that also incorporate elements of CBL. Informal student surveys were administered to determine student perceptions of the projects. Students reported that the projects improved their critical thinking, communication, and experimental design skills. They also appreciated being able to investigate a single topic in depth and that the projects reflected the work of real scientists. Students also commented that subject administration, the clarity of marking schemes, and access to resources needed improvement. Improved guidance was also a common theme.
科研通智能强力驱动
Strongly Powered by AbleSci AI