No 14 (2019)

New Directions in the Teaching of Physical Sciences (2019)

Table of Contents

Research Directions

First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes
Dylan P Williams, Shane Lo Fan Hin, Erlina Erlina
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Active learning across disciplines: opportunities to develop employability skills and leadership potential in undergraduate students. A student and staff perspective.
Alison Faith Kelly, J Bell, R Dicker, M Garcia, E Kelly, R Streich, Hilda Mulrooney
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Exploring self-assessments in university undergraduate students: how accurate are they?
Hilda Mary Mulrooney
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A Whole-Class Self-Assessment Method to Enhance Engagement with Feedback in Low-stakes, High-value Assessments in the Physical Sciences
David John McGarvey, Laura M Hancock
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How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?
Elizabeth R Hurrell, Emma Shawcross, Edward Keeling
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Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program
Philippa B Cranwell, Michael G Edwards, Katherine Jane Haxton, Julie Hyde, Elizabeth M Page, Daniela Plana, Gita Sedhi, James S Wright
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Community Directions

Creating an online mathematics and statistics community of learners
Rachel Hilliam, Derek Goldrei
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International Group Work for Sustainable Chemistry
Katherine Jane Haxton, Richard J Darton
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Picture boards as demonstrator aids for pre-practical briefings.
Leanne A Blount, Richard A.R. Blackburn
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Breaking barriers, building community: improving student engagement with preparation for studying online multidisciplinary science by distance learning - a case study
Christopher Hutton, Julie Robson
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Student perceptions of belonging at university: a qualitative perspective.
Alison Faith Kelly, Hilda Mary Mulrooney
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Work-related learning: benefits and challenges
Claire Cornock, Ellen Marshall, Jess Hargreaves
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A consideration of two models of health and safety training for undergraduate chemists
James William Gaynor
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