Browsing by Subject "Chemical education"

Now showing 1 - 2 of 2
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    Improving performance in a second year chemistry course: An evaluation of a tutorial scheme on the learning of chemistry
    (2005) Davidowitz, Bette; Rollnick, Marissa
    Throughput of students is a concern for academic departments especially since it will be the basis of a new funding formula for tertiary institutions. In order to reduce content for increased mastery, and ensure student engagement with chemical concepts, tutorials were introduced for two of the second year chemistry sub-disciplines at UCT in the place of some formal lectures. The impact of this innovation was investigated using questionnaires, interviews and a study of opportunistic data such as examination results. Analysis of the data showed that the overall pass rate increased noticeably as did the number of students achieving high marks. Student, tutor and lecturer feedback lent credence to the belief that the improvement was largely due to the introduction of the tutorial scheme. In addition, some noteworthy differences between the sub-disciplines were identified. Some of these differences were attributed to the lecturer’s understanding of his own teaching.
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    Open Access
    Increasing the signal to noise ratio in a chemistry laboratory. Improving a practical for academic development students
    (2003) Davidowitz, Bette; Rollnick, Marissa; Fakudze, Cynthia
    In practical sessions students lack sufficient time or opportunity for deep processing of information. If the signal to noise ratio is too low, it can obscure the ‘chemical message’ which the lecturer is trying to convey. This study reports on an action research driven attempt to improve on a Hess’s Law experiment, well known in most first year curricula. Data collected in 2000 indicated that students struggled primarily because there were too many practical demands to allow them to focus on the concepts involved. The exercise was thus divided into two sessions in 2001, the first to address the issues related to techniques required, the second, similar to the experiment in 2000. Analysis of data collected in 2001 shows that the changes made a significant impact on the effectiveness of the laboratory session.