Lucas, Timothy (2009)
M.Phil. thesis, University of Birmingham.
The University of Birmingham has revised its Teaching and Learning Strategy in the past five years. Central to this new learning culture, across all disciplines, is Enquiry-Based Learning (EBL). This study aimed to explore the experiences of first year Chemistry students in a new Enquiry-Based Learning approach to teaching Spectroscopy. Research into students' attitudes towards the processes of EBL was carried out, along with an investigation of how students' perceived confidence changed, as a result of their experience of using EBL in the Spectroscopy course. This was achieved by varius research methods, such as questionnaires, an individual interview, and focus groups. Working with small numbers a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, communication skills), then this change in the way Spectroscopy has been presented seems to offer much scope.
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
Repository Staff Only: item control page