Breaking down the Boundary between High School and University Chemistry

Autor/inn/en	Cunningham, Natashia; Knorr, Kris; Lock, Pippa E.; Vajoczki, Susan L.
Titel	Breaking down the Boundary between High School and University Chemistry
Quelle	In: Collected Essays on Learning and Teaching, 6 (2013), S.65-70 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2368-4526
Schlagwörter	Science Instruction; Secondary School Science; High Schools; College Science; Chemistry; Introductory Courses; Mixed Methods Research; Student Adjustment; Adjustment (to Environment); Testing; Curriculum; Independent Study; Academic Support Services; Foreign Countries; Interviews; Online Surveys; Student Experience; College Students; Canada + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; Oberschule; Chemie; Einführungskurs; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Testdurchführung; Testen; Curricula; Lehrplan; Rahmenplan; Selbststudium; Ausland; Interviewing; Interviewtechnik; Studienerfahrung; Collegestudent; Kanada
Abstract	This study examined some of the factors that influence students' transition from Ontario high school chemistry to university introductory chemistry. The study was a mixed-methods, multi-phase research study carried out by an undergraduate honours thesis student who had experienced some of these transition issues. Students' transition into chemistry was reported to be more difficult than their overall transition into university, including their academic transition; they thus appeared to experience a "transition within a transition." Students identified testing, curricular experience, and the amount of independent work as the principal areas of misalignment between their high school and university chemistry experiences. In exploring the use of support resources, students reported that there were sufficient resource opportunities but typically did not avail themselves of one-on-one interactions. Analysis of the data has led to recommendations for the instructional team for Introductory Chemistry at McMaster University. (As Provided).
Anmerkungen	Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01