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Enhancing students' learning through module-redesign for a first year physical chemistry module
Author
Xu, Yan
Supervisor
Toh, Kok Aun
Abstract
This thesis reports on the study of the current module design, structure, teaching strategy and assessment scheme for the first year Physical Chemistry I module of the Science Degree programme. This particular module is chosen as the subject as it is of fundamental importance to the learning of chemistry.
The reflection on the teaching and learning practices show that some aspects of the current curriculum of the Physical Chemistry I need to he modified. They are (i) instructional objectives, (ii) coverage of the syllabus, (iii) the structure and delivery of knowledge (iv) teaching and learning activity and students' motivational factors of learning, (v) systematic teaching strategy for the development of critical thinking, problem-solving and communication skills, (vi) practical hands-on and active learning (vii) reflective assessment scheme.
The problems are analysed based on students' response to the relevant questionnaires. Modifications to the current curriculum design are aimed to guide students' learning towards the development of logical reasoning, critical thinking and deep-understanding of knowledge. This report stresses on the three aspects as follows:
Restructuring content materials to facilitate active learning;
Re-organising lecture, tutorial and practical activities to promote active learning;
Modifying assessment scheme to reward deep learning.
A new assessment scheme is proposed which includes
(i) all-in-one paper to address both theoretical and practical aspects of knowledge,
(ii) mini-project which tests .students' practical skills and problem-solving ability in the laboratory situation,
(iii) oral presentation which examine students' independent learning, group spirit and communication skill.
Finally, questionnaires were given to students to solicit their views. According to their feedback, the redesigned module curriculum were well received and promote students' deep learning.
The reflection on the teaching and learning practices show that some aspects of the current curriculum of the Physical Chemistry I need to he modified. They are (i) instructional objectives, (ii) coverage of the syllabus, (iii) the structure and delivery of knowledge (iv) teaching and learning activity and students' motivational factors of learning, (v) systematic teaching strategy for the development of critical thinking, problem-solving and communication skills, (vi) practical hands-on and active learning (vii) reflective assessment scheme.
The problems are analysed based on students' response to the relevant questionnaires. Modifications to the current curriculum design are aimed to guide students' learning towards the development of logical reasoning, critical thinking and deep-understanding of knowledge. This report stresses on the three aspects as follows:
Restructuring content materials to facilitate active learning;
Re-organising lecture, tutorial and practical activities to promote active learning;
Modifying assessment scheme to reward deep learning.
A new assessment scheme is proposed which includes
(i) all-in-one paper to address both theoretical and practical aspects of knowledge,
(ii) mini-project which tests .students' practical skills and problem-solving ability in the laboratory situation,
(iii) oral presentation which examine students' independent learning, group spirit and communication skill.
Finally, questionnaires were given to students to solicit their views. According to their feedback, the redesigned module curriculum were well received and promote students' deep learning.
Date Issued
1996
Call Number
QD40 Xu
Date Submitted
1996