A Positive Student Experience of Collaborative Project Work in Upper-Year Undergraduate Chemistry

Autor/inn/en	Knox, Kerry J.; Gillis, Elizabeth A. L.; Dake, Gregory R.
Titel	A Positive Student Experience of Collaborative Project Work in Upper-Year Undergraduate Chemistry
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 2, S.340-357 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knox, Kerry J.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c8rp00251g
Schlagwörter	Undergraduate Students; Student Experience; Cooperative Learning; College Science; Chemistry; Teamwork; Science Projects; Group Dynamics; Feedback (Response); Assignments; Instructional Design; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Studienerfahrung; Kooperatives Lernen; Chemie; Science; Project; Wissenschaft; Projekt; Gruppendynamik; Assignment; Auftrag; Zuweisung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Kanada
Abstract	Demands are placed on undergraduate courses in chemistry to develop transferable skills, such as teamwork, alongside subject content and technical skills. Such skills can be developed by implementing pedagogies which involve students working together. Such pedagogies can, however, pose various challenges, including unfavourable student perceptions and experiences including the occurrence of dysfunctional student teams. This article presents a research-informed group project assignment delivered as part of an upper-year undergraduate chemistry course which has been found to overcome these challenges. The instructional activity is characterized by a high degree of structure and support for teamwork. Student perceptions, collected by survey and interview, and peer- and self-evaluations of contributions to the work of the groups reveal that students have experienced the activity positively. Many perceived disadvantages of working in a team to complete a project were either reportedly not experienced or could be overcome by the students, while perceived advantages were often reported to be experienced. Dysfunction within teams did not represent a significant issue. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01