Enhancing access to experiential learning in a science and technology degree programme

Coll, Richard K.; Lay, Mark C.; Zegwaard, Karsten E.

doi:10.1080/13636820200200195

Cited by 16 publications

(12 citation statements)

References 16 publications

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“…Here, the work placement builds on the foundation of skills developed in the traditional class setting and enhances student confidence and experience in skill application under the guidance of workplace supervisor and peers (Coll, Lay and Zegwaard 2002). As with previous studies, students largely acknowledged the benefits of WIL as providing opportunities to practice and refine skills in a real world setting (Coll and Eames 2009) and engage with professional practitioners to gain a clearer understanding of the roles, expectations and outcomes of their profession (Smith 2012).…”

Section: Resultsmentioning

confidence: 99%

Employability skill development in work-integrated learning: Barriers and best practice

Jackson

2014

Studies in Higher Education

475

405

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Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment.Evaluation of WIL programs in enhancing skill development remains predominantly outcomesfocused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed.

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Section: Resultsmentioning

confidence: 99%

Employability skill development in work-integrated learning: Barriers and best practice

Jackson

2014

Studies in Higher Education

475

405

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“…In the qualitative analysis, the data were analyzed using the Conceptual Profile Inventory (CPI) approach reported in a number of research studies (Coll, Lay & Zegwaard, 2002;Coll & Treagust, 2003;Erickson, 1979Erickson, , 1980Rollnick & Rutherford, 1990). The steps of CPI approach are: (1) organize students_ response in each question; (2) capture each response in a conceptual evaluation scheme which was adapted from Haidar (1997), and Westbrook & Marek (1991); and (3) capture common student alternative conceptions shown for each concept.…”

Section: Data Analysis and Interpretation Processesmentioning

confidence: 99%

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Dahsah

Coll

2007

Int J of Sci and Math Educ

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The research reported in this case study explores the understanding of stoichiometry and related concepts of Thai science students in grades 10 and 11 after major national curriculum reforms. Students_ conceptions and alternative conceptions were investigated using a questionnaire -the Stoichiometry Concept Questionnaire (SCQ) (N = 97), which consists of 16 multiple-choice items, the choices for which respondents are required to provide reasons. The findings suggest that less than half of the students surveyed hold what is considered by a panel of experts to be a scientifically acceptable understanding for the conceptions investigated. The main student alternative conceptions are that one mole of all substances has a volume of 22.4 L at STP, that a solution that contains a greater mass of solute has the higher molar concentration, and that the limiting reagent is the reagent for which the lowest mass of reactant is present. Examination of students_ reasons suggests that they resort to the use of algorithms with little understanding of the underlying concepts. It thus seems the national educational reforms have not resulted in a sound understanding of some science concepts. It is recommended that curriculum developers should specify a need for conceptual understanding along with capability in numerical problem-solving in their learning objectives, and link this to assessment regimes that reward conceptual understanding. A need for on-going professional development seems essential if the intentions of the Thai curriculum reforms are to be realized.

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“…While it can be argued that students may have difficulty undertaking purposeful reflection in the workplace setting, modern technologies allow academic supervisors to foster such reflection via, for example, on-line reflective journals/discussion. Coll, Lay, and Zegwaard (2002) suggested that student learning can be mentored by a process of "enactive mastery" (i.e., scaffolding learning in the workplace increases confidence as tasks are mastered (Vygotsky, 1978;1986), verbal persuasion (i.e., positive verbal encouragement from their mentors), and personal evaluation of their own capabilities, leading to increased self-efficacy. How, then, might the different pedagogies employed within WIL programmes in sport studies impact on the integration of learning between the classroom and workplace setting?…”

Section: Wil/cooperative Education and Reflectionmentioning

confidence: 99%

Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors

Martin

Fleming²,

Ferkins³

et al. 2010

JoHLSTE

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Using an interpretative case study methodology, the pedagogical approaches used to facilitate and integrate student learning in cooperative education programmes in sport studies were investigated. This research drew from two New Zealand university cohorts and involved six focus group interviews. Findings suggested there were limited direct explicit attempts to integrate on-and off-campus learning. Integration was implicitly or indirectly fostered, principally by reflection through assessments (e.g., journals, reports), and primarily consisted of reflection-on-action (Schön, 1991) after the learning activities. Significantly, the integration Martin, of learning also consisted of reflection on personal growth, rather than critical reflection on theory or organisational practice.

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Enhancing access to experiential learning in a science and technology degree programme

Cited by 16 publications

References 16 publications

Employability skill development in work-integrated learning: Barriers and best practice

Employability skill development in work-integrated learning: Barriers and best practice

Thai Grade 10 and 11 Students’ Understanding of Stoichiometry and Related Concepts

Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors

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