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dc.contributor.authorColl, Richard K.
dc.date.accessioned2010-09-15T04:27:26Z
dc.date.available2010-09-15T04:27:26Z
dc.date.issued2008
dc.identifier.citationColl, R.K. (2008). Do we expect too much? Reflection on chemistry content in higher education. Chemistry in New Zealand, 72(1), 18-21.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4577
dc.description.abstractEducation research in the 1970s, like other related areas, was dominated by quantitative work¹ during an era for which social sciences sought to draw upon the successful scientific approach typically used in the physical sciences (in particular) to investigate teaching and learning.¹’² So if we felt a cohort of students did not understand some con¬cept, we tried to find out whether or not a different teach¬ing approach could fix their misconceptions.³ But how to do this? Well, drawing on a scientific approach, we would divide the class or classes up, teach one cohort the same way we always had, and the other cohort in our new way, and evaluate any differences in conceptual understanding using, e.g. a standardized topic test. Differences would be examined for statistical significance of evidence that our new approach to teaching had worked. And this is the way much research was done at the time. Control of variables, randomized sampling, and so on, were all embedded in such an approach to educational research.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherNew Zealand Institute of Chemistryen_NZ
dc.relation.urihttp://nzic.org.nz/CiNZ/articles/Coll_72_1.pdfen_NZ
dc.rightsThis article has been published in the journal: Chemistry in New Zealand. Used with permission.en_NZ
dc.subjectchemistryen_NZ
dc.subjecteducationen_NZ
dc.titleDo we expect too much? Reflection on chemistry content in higher educationen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfNew Zealand Institute of Chemistryen_NZ
pubs.begin-page18en_NZ
pubs.elements-id35306
pubs.end-page21en_NZ
pubs.issue1en_NZ
pubs.volume72en_NZ


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