Unequal Partnerships in Higher EducationPedagogic Innovations in an Electronics within Physics Degree Course

  1. Taras, Maddalena 1
  2. Gómez, Francisco M. 2
  3. Roldán, Juan B. 3
  1. 1 University of Sunderland
    info

    University of Sunderland

    Sunderland, Reino Unido

    ROR https://ror.org/04p55hr04

  2. 2 Faculty of Science, University of Granada, Spain.
  3. 3 Faculty of Science, University of Granada
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Revista:
REMIE: Multidisciplinary Journal of Educational Research

ISSN: 2014-2862

Any de publicació: 2014

Títol de l'exemplar: February

Volum: 4

Número: 1

Pàgines: 35-69

Tipus: Article

DOI: 10.4471/REMIE.2014.02 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Altres publicacions en: REMIE: Multidisciplinary Journal of Educational Research

Resum

This cross-European research partnership reports on supporting pro-active learning and teaching. The two-part project firstly explored student beliefs about electronics within a physics degree and secondly, the use of peer assessment of a Mathematica notebook to develop understandings of standards and quality. Student beliefs were explored because of the negative perceptions tutors thought students brought to the Engineering course within the Physics degree. The results showed that tutors’ fears were unfounded and that the students were highly motivated. Secondly, through peer assessment of a notebook, students developed critical understandings of standards and quality. Generally, students valued the content support and appreciated both the work of their peer and how this helped their own understanding. 

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Fuente de los datos: Dialnet