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

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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書誌詳細
Institutions:	University of Queensland Queensland University of Technology University of Wollongong University of Western Sydney Monash University
主要な著者:	Lawrie, Gwen, Wright, Anthony, Schultz, Madeleine, Dargaville, Timothy, O'Brien, Glennys, Bedford, Simon, Williams, Mark, Tasker, Roy, Dickson, Hayden, Thompson, Christopher
出版事項:	International Journal of the First Year in Higher Education v.4 n.2 p.111-116 https://doi.org/10.5204/intjfyhe.v4i2.179 2013
主題:	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
オンライン･アクセス:	https://doi.org/10.5204/intjfyhe.v4i2.179

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https://doi.org/10.5204/intjfyhe.v4i2.179

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

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