Abstract
An evaluation of a new problem-based, open-ended induction activity for chemistry undergraduates at the University of Leicester was undertaken. Responses to the evaluation questionnaire (N=168) revealed that students appreciated the opportunity to make friends with their course mates (88.1% agreement), to discuss science with other students (76.8% agreement) and to learn how to develop a project plan (77.4% agreement). A considerably smaller number of students agreed that the activity helped them develop their time management (59.5%) or develop their problem solving (45.8%) skills. This suggests that the social benefits (e.g. learning community building) of this activity may outweigh the development of other skills and abilities.
Original language | English |
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Journal | New Directions in the Teaching of Physical Sciences |
Volume | 13 |
DOIs | |
Publication status | Published - 7 Feb 2018 |