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

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:
Australia
Chemistry
Comprehension
Concept mapping
Diagnostic tests
Diversity (Student)
Early intervention
Feedback
First year students
Formative evaluation
Independent study
Learning activities
Misconceptions
Prior learning
Scaffolding (Teaching technique)
Science teaching
Scientific concepts
Secondary postsecondary transition
Student assessment
Student engagement
Student needs
University science
University teaching
Higher education
Australia. Office for Learning and Teaching
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Concept Inventory Diagnostic Inventory
New South Wales
Queensland
Online Access:i.org/10.5204/intjfyhe.v4i2.179
i.org/10.5204/intjfyhe.v4i2.179

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