Unlocking Knowledge We Know the Students Know

John Reglinski
Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow G1 1XL United Kingdom
J. Chem. Educ., 2007, 84 (2), p 271
DOI: 10.1021/ed084p271
Publication Date (Web): February 1, 2007
History, Education, and Documentation

Abstract

A visual-based method of testing undergraduates is presented. The class or individual is interrogated using images and diagrams from the chemistry catalogue without the need to ask a specific question. The intention is to by-pass the linguistic pathways and tap directly into the students visual processing. This type of question allows the student an alternative route to the answer and greater freedom to express themselves during their response. As this approach works on visual recognition, it may have particular value for students with specific learning difficulties such as dyslexia, who find language driven inquiry difficult to process.

Keywords (Audience):

Upper-Division Undergraduate

Keywords (Domain):

Analytical Chemistry

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Enrichment / Review Materials
View: Hi-Res PDF | PDF w/ Links

Tools

SciFinder Links

SciFinder subscribers: Click to sign in | Not a SciFinder subscriber? Learn more at www.cas.org

Explore by:

History

  • Received: August 03, 2009

Recommend & Share

  • Share on ACS NetworkACS Network
  • Add to FacebookFacebook
  • Tweet ThisTweet This
  • Add to CiteULikeCiteULike
  • Add to NewsvineNewsvine
  • Digg ThisDigg This
  • Add to DeliciousDelicious

Related Content