On the path to improving our teaching: reflection on best practices in teaching chemistry

William Adlong, Danny Bedgood, Andrea Bishop, Kenneth Dillon, Terrence Haig, Stuart Helliwell, Paul Prenzler, Kevin Robards, Malcolm Pettigrove, Jouhani Tuovinen

Research output: Book chapter/Published conference paperConference paperpeer-review

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The pressures of constantly eroding support and a perception of reduced student intellectual involvement have given rise to a need to evaluate how we teach our first-year chemistry subjects. Students will no longer study what we say just because we say, and so we are forced to reconsider what we teach and why we teach in the way we do. Chemistry laboratories are expensive, time-consuming, and involve inherent safety risks that could be avoided by excluding labs. This paper describes the reflective process our team has followed, with the intent of providing the best possible learning experience, to decide if or how chemistry laboratories are important to the learning of chemistry. The process reported by this group may serve as a generic example of how teachers can reflect on their practice as a team.
Original languageEnglish
Title of host publicationLearning for an Unknown future
Subtitle of host publication2003 Annual International Conference of the 26th HERDSA
EditorsP. Bright
Place of PublicationMilperra, Australia
Number of pages11
ISBN (Electronic)0908557558
Publication statusPublished - 2003
EventHERDSA Annual International Conference 2003 - Christchurch, New Zealand, New Zealand
Duration: 06 Jul 200309 Jul 2003


ConferenceHERDSA Annual International Conference 2003
Country/TerritoryNew Zealand


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