Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry

Autor/inn/en	Brown, Stephen; White, Sue; Wakeling, Lara; Naiker, Mani
Titel	Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry
Quelle	In: Journal of University Teaching and Learning Practice, 12 (2015) 3, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Study Skills; Science Instruction; Chemistry; Introductory Courses; Biomedicine; Cognitive Style; Scores; Undergraduate Students; Measures (Individuals); Nutrition; Gender Differences; Student Interests; Occupational Aspiration; Large Group Instruction; Study Habits; Student Surveys; Likert Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? Studientechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Einführungskurs; Biomedizin; Cognitive styles; Kognitiver Stil; Messdaten; Ernährung; Geschlechterkonflikt; Studieninteresse; Berufsneigung; Berufsziel; Study behavior; Study behaviour; Studienverhalten; Schülerbefragung; Likert-Skala; Statistische Analyse
Abstract	Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and Surface), was given to first year undergraduate students undertaking an introductory chemistry course. Completed inventories (n=103, 85% response), included 30 BSc Biomedicine, 15 BSc Food and Nutrition, 22 BSc Geology, 18 BSc Science students, and a further 18 students on unnamed BSc pathways. The dominant learning style adopted was the Surface approach, with a mean score (SD) of 2.94 (0.54). The preference of the surface approach was consistent for all BSc pathways.There was a higher mean score for the strategic learning style in males (n= 59) compared to females (n = 44) with no gender-based differences in either the deep or the surface learning styles. A surface approach may not necessarily indicate a lack of interest in chemistry, rather chemistry may be perceived as being peripheral to the students' interests--this may be a problem when students with a diverse range of career aspirations study common content in large, first year introductory courses. Identifying students that adopt a surface learning style at an early stage in the undergraduate education journey is an important step in effectively targeting educational resources aimed at enhancing students' learning habits. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01