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ERIC Number: EJ993381
Record Type: Journal
Publication Date: 2012
Pages: 24
Abstractor: As Provided
Reference Count: 76
ISBN: N/A
ISSN: ISSN-0950-0693
Effectiveness of a Short, Intense Bridging Course for Scaffolding Students Commencing University-Level Study of Chemistry
Schmid, Siegbert; Youl, David J.; George, Adrian V.; Read, Justin R.
International Journal of Science Education, v34 n8 p1211-1234 2012
Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with "bridging the gap" in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants. (Contains 7 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia