Odilla Finlayson

Providing solutions through problem-based learning for the undergraduate 1st year chemistry laboratory

A PBL laboratory-based module for first year undergraduate chemistry has been developed and successfully implemented. Its aim was to develop the students’ practical and transferable skills, as well as their content knowledge and scientific understanding, and also to address the concern expressed in the literature over the effectiveness of the traditional laboratory courses to achieve these aims. The PBL module also encouraged students to prepare for their laboratory session in an active and collaborative manner through pre-lab exercises. By combining elements of group work, discussion, hands-on activities and alternative assessment methods, the students were provided with an environment conducive to meaningful, deep learning. We describe how the PBL module was developed by adapting the experience for the students rather than changing the experiments. Specific examples from analytical, physical and organic chemistry are given with a focus on the pre-laboratory exercises, associated group work, and the assessment methods, as well as on the actual practical work. [Chem. Educ. Res. Pract., 2007, 8 (3), 347-361.]

Evaluation of student engagement with two learning supports in the teaching of 1st year undergraduate chemistry

This paper attempts to draw together students’ interaction with an organic chemistry module on Virtual Learning Environment (VLE) (Moodle), their interaction with another learning support (Drop-in Science Clinic), the approach they have adopted to their learning of chemistry and their performance in the terminal end of year chemistry examination. It discusses student trends of usage of the VLE and relates this to their examination success. Their performance in the organic section of the examination is compared to that of the physical chemistry section in which the students’ did not have VLE support materials. Students’ usage patterns for accessing resources on Moodle were analysed. Interesting patterns of first access are shown. In general, those who interacted with the resources on Moodle did better in their terminal examinations, showing that students who were conscientious in their studies did better in their examinations. [Chem. Educ. Res. Pract., 2007, 8 (4), 390-402.]

A comparison of the learning approaches of accounting and science students at an Irish university

One of the major challenges facing accounting education is the creation of a learning environment that promotes high‐quality learning. Comparative research across disciplines offers educators the opportunity to gain a better understanding of the influence of contextual and personal variables on students’ learning approaches. Using the Approaches and Study Skills Inventory for Students (ASSIST), this study examines the learning approaches of 329 first‐year accounting students and 275 first‐year science students at an Irish university. The analysis reveals that the accounting students are more strategic than the science students, while the science students are more inclined to adopt a deep approach than the accounting students. There was no significant difference in the scores of the two groups on the surface scale. An examination of the variation in the learning environments of the accounting and science students identifies the teaching approach, the level of continuous assessment, students’ motivations for choosing their degree programme, and their prior learning experiences as possible factors contributing to the differences in the approaches to learning adopted by both groups. The article concludes by considering the implications of these findings for educators, and suggests avenues for further research.

A hurdle too high? Students’ experience of a PBL laboratory module

The experience of a cohort of students enrolled in a Year 1 chemistry laboratory module delivered through a problem-based learning approach was studied. The methodology involved both qualitative and quantitative data analysis. The results show that students had a very positive attitude toward the PBL approach.The data suggests that a high proportion of students felt that learning and enjoyment in the PBL laboratory were better than in the traditional laboratory. Furthermore, by the end of the module, 83% of students indicated a preference for the PBL approach, and a similar percentage indicated they would choose to continue this alternative approach into their second year. The study also suggests that those who have little background in chemistry struggle more with the alternative approach at first, but over time the difference is reduced. Ability to do calculations is found to be a significant factor in whether students prefer the traditional or PBL approach.

Transfer in chemistry: a study of students’ abilities in transferring mathematical knowledge to chemistry

It is recognized that there is a mathematics problem in chemistry, whereby, for example, undergraduate students appear to be unable to utilize basic calculus knowledge in a chemistry context – calculus knowledge – which would have been taught to these students in a mathematics context. However, there appears to be a scarcity of literature addressing the possible reasons for this problem. This dearth of literature has spurred the following two questions: (1) Can students transfer mathematical knowledge to chemistry?; and (2) What are the possible factors associated with students being able to successfully transfer mathematical knowledge to a chemistry context? These questions were investigated in relation to the basic mathematical knowledge which chemistry students need for chemical kinetics and thermodynamics, using the traditional view of the transfer of learning. Two studies were undertaken amongst two samples of undergraduate students attending Dublin City University. Findings suggest that the mathematical difficulties which students encounter in a chemistry context may not be because of an inability to transfer the knowledge, but may instead be due to insufficient mathematical understanding and/or knowledge of mathematical concepts relevant to chemical kinetics and thermodynamics.

The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper.

Investigating the Transition into Third Level Science--Identifying a Student Profile.

Research into student transition to and experience of first-year undergraduate study has been ongoing for many years. The corresponding research within the discipline of science has been less prolific and that which has been published tends to focus on using external factors such as previous grades, finances, travel time etc. as predictors for student success and retention. While these studies are valuable in identifying possible impacting factors, many of these factors are out of the control of university academics. In this study an attempt is made to examine the transition experience from a more student-centred approach, by identifying a student profile at the transition stage on entry to undergraduate science that is based on a conceptualisation of learning. It uses this profile to identity potential areas for academics to build upon student strengths and expectations of university study with the aim of highlighting opportunities to ease the transition period for both students and academics and to ultimately improve student integration and performance.

Analysing student written solutions to investigate if problem-solving processes are evident throughout

ABSTRACT An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions.

Building Teacher Confidence in Inquiry and Assessment: Experiences from a Pan-European Collaboration

This chapter discusses the outcomes of a pan-European collaboration to support teachers in adopting inquiry based science education (IBSE) and in assessing their student’s inquiry skills and competences in classroom practice. The project, Strategies for Assessment of Inquiry Learning in Science (SAILS), involved a team of science teacher educators and second level science teachers from across twelve European countries—Belgium, Denmark, Germany, Greece, Hungary, Ireland, Poland, Portugal, Slovakia, Sweden, Turkey, United Kingdom. Through sustained collaboration between science teachers and educators and across borders, both classrooms and countries, a variety of teaching and assessment strategies that facilitate inquiry learning in the classroom have been highlighted.

Teaching, learning, and assessing inquiry-based science education

During the period 2008–2014, the European Commission funded several large-scale projects in science education that promoted the use of inquiry-based learning for engaging young people in science. All these projects were aimed at the introduction and broader use of inquiry-based science education (IBSE) through enriching the skills of teachers by delivering appropriate teacher education programs at both pre-service and in-service levels. This paper will present on the approach adopted by the SAILS project to support science teachers in the use and dissemination of Inquiry based approaches in their own classrooms with students aged 12–18 years.