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Danczak, Stephen M.; Thompson, Christopher D.; Overton, Tina L. – Chemistry Education Research and Practice, 2020
The importance of developing and assessing student critical thinking at university can be seen through its inclusion as a graduate attribute for universities and from research highlighting the value employers, educators and students place on demonstrating critical thinking skills. Critical thinking skills are seldom explicitly assessed at…
Descriptors: Critical Thinking, Thinking Skills, Cognitive Tests, Test Construction
Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.; Mocerino, Mauro; Qureshi, Sheila – Chemistry Education Research and Practice, 2017
This one-semester, mixed methods study underpinning social cognition and theory of planned behaviour investigated the attitudes, self-efficacy, and experiences of 559 first year undergraduate chemistry students from two cohorts in modified process-oriented guided inquiry learning (POGIL) classes. Versions of attitude toward the study of chemistry…
Descriptors: Student Attitudes, Self Efficacy, College Science, Chemistry
Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.; Mocerino, Mauro – Chemistry Education Research and Practice, 2016
Pedagogical practitioners who emphasise active learning in undergraduate chemistry courses widely use the Student Assessment of Learning Gains (SALG) instrument to measure students' perceptions of their gains in knowledge and skills in chemistry. Although numerous studies have reported SALG results in support of successful pedagogical…
Descriptors: Chemistry, Science Instruction, College Science, Student Attitudes