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  • 1.
    Bergendahl, Christina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Tibell, Lena
    Department of Biomedicine and Surgery, Linköping .
    Boosting complex learning by strategic assessment and course design2005In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 82, no 4, p. 645-651Article in journal (Refereed)
    Abstract [en]

    Learning quality depends on the assessment methods used, as well as other factors. By choosing adequate assessments and involving students in the process of learning, students can gain a deeper understanding of the content and its context while developing related skills. In this study we describe a practical university-level biochemistry course that focuses on understanding protein separation and analysis techniques and especially on their application. The course was designed to examine the effects of a strategic use of differentassessment methods and an analysis of the resulting outcomes. We used quantitative as well as qualitative methods, including a simplified variant of the Bloom taxonomy, statistical methods, principle component analysis, inquires, and interviews. We conclude that astrategic choice of assessments and instructional design can be used to achieve morecomplex learning. We did not find any single teaching or assessment method to be clearly the best for enhancing higher-order thinking or achieving all learning objectives; rather a combination of different methods (i.e., a strategic choice) seems the best approach.

  • 2.
    Jansson, Stina
    et al.
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Söderström, Hanna
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Andersson, Patrik
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Nording, Malin
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Implementation of Problem-Based Learning in Environmental Chemistry2015In: Journal of Chemical Education, ISSN 0021-9584, E-ISSN 1938-1328, Vol. 92, no 12, p. 2080-2086Article in journal (Refereed)
    Abstract [en]

    Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more appropriate instructional method for teaching Environmental Chemistry than the traditional teacher-centered education model. This article describes the practical aspects of course development and implementation of PBL in a master’s level course in Environmental Chemistry. Overall, the results, which were collected from the initial two years of the course, indicated that the students were pleased and found PBL to be an efficient methodology for not only learning, but also acquiring an in-depth understanding of Environmental Chemistry. This is intended as a case-study with the target audience consisting primarily of high school and undergraduate chemistry teachers, but may also be useful for teachers in other subject areas with an interest in student-centered education.

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CiteExportLink to result list
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  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
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