An evaluation of student learning during a tertiary bridging course in chemistry.
A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units...
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| Format: | Thesis |
| Language: | English |
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Curtin University
1998
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| Online Access: | http://hdl.handle.net/20.500.11937/316 |
| _version_ | 1848743344062070784 |
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| author | Chittleborough, Glen |
| author_facet | Chittleborough, Glen |
| author_sort | Chittleborough, Glen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'. |
| first_indexed | 2025-11-14T05:44:04Z |
| format | Thesis |
| id | curtin-20.500.11937-316 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:44:04Z |
| publishDate | 1998 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-3162017-02-20T06:42:04Z An evaluation of student learning during a tertiary bridging course in chemistry. Chittleborough, Glen constructivist concept-learning bridging course tertiary education chemistry education A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'. 1998 Thesis http://hdl.handle.net/20.500.11937/316 en Curtin University fulltext |
| spellingShingle | constructivist concept-learning bridging course tertiary education chemistry education Chittleborough, Glen An evaluation of student learning during a tertiary bridging course in chemistry. |
| title | An evaluation of student learning during a tertiary bridging course in chemistry. |
| title_full | An evaluation of student learning during a tertiary bridging course in chemistry. |
| title_fullStr | An evaluation of student learning during a tertiary bridging course in chemistry. |
| title_full_unstemmed | An evaluation of student learning during a tertiary bridging course in chemistry. |
| title_short | An evaluation of student learning during a tertiary bridging course in chemistry. |
| title_sort | evaluation of student learning during a tertiary bridging course in chemistry. |
| topic | constructivist concept-learning bridging course tertiary education chemistry education |
| url | http://hdl.handle.net/20.500.11937/316 |