Using formative feedback to identify and support first year chemistry students with missing or misconceptions : a Practice Report.

Lead Institution: International Journal of the First Year in Higher Education

Students entering tertiary studies possess a diverse range of prior experiences in their academic preparation for tertiary chemistry, so academics need tools to enable them to respond to issues in diversity in conceptual models possessed by entering students. Concept inventories can be used to provi...

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Bibliographic Details
Institution(s):University of Queensland
Queensland University of Technology
University of Wollongong
University of Western Sydney
Monash University
Main Author(s):Lawrie, Gwen
Wright, Anthony
Schultz, Madeleine
Dargaville, Timothy
O'Brien, Glennys
Bedford, Simon
Williams, Mark
Tasker, Roy
Dickson, Hayden
Thompson, Christopher
Published: International Journal of the First Year in Higher Education v.4 n.2 p.111-116 https://doi.org/10.5204/intjfyhe.v4i2.179
Subjects:
Online Access:i.org/10.5204/intjfyhe.v4i2.179