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...
|Institution(s):||University of Queensland|
Queensland University of Technology
University of Wollongong
University of Western Sydney
|Main Author(s):||Lawrie, Gwen|
International Journal of the First Year in Higher Education v.4 n.2 p.111-116 https://doi.org/10.5204/intjfyhe.v4i2.179