Investigating the nature of epistemological access afforded by a first-year chemistry intervention programme : towards a pedagogy of possibility!

This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically

Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’pharmaceutical chemistry case study

Pharmaceutical chemistry, medicinal chemistry and the drug discovery process require experienced practitioners to employ reasoned speculation in generating creative ideas, which can be used to evolve promising molecules into drugs. The ever-evolving world of pharmaceutical chemistry requires university curricula that prepare graduates for their role as designers with the capability of applying complex concepts in pharmaceutical chemistry, thereby improving the decision-making process. Common methods of teaching drug discovery, including the linear nature of the traditional case study model, do not provide a realistic picture of the underlying complexity of the process, nor do they equip students with the appropriate tools for personal sense making and abstraction. In this work, we discuss the creation of an open-ended, nonlinear case study for 3rd year pharmaceutical chemistry students, developed from drug discovery research conducted at Rhodes University. Furthermore, we discuss blending problem based learning (PBL) with peer-led team learning (PLTL) in the context of curriculum transformation, underpinned by the theory of semantic waves, to assist students in the early attainment of abstract concepts and answer questions of contextualisation, personal sense making, relatability, relevance and ultimately the skills for lifelong learning

Flipping the thinking on equality, diversity, and inclusion. why EDI is essential for the development and progression of the chemical sciences: A case study approach

All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems

A Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examination

The National Senior Certificate (NSC) examinations were written for the second time in 2009 amid much criticism. In this study, scripts of candidates who wrote the NSC Mathematics examinations (papers 1 and 2) in 2009 were used as data to analyse the marks scored and then polytomous Rasch analysis was conducted for all the subquestions to determine the level of difficulty of the questions. The purpose of applying Rasch measurement models is to explore the extent to which a test or an examination and its associated data set permit the interpretation of an underlying linear scale of ability against which to interpret overall performance and item difficulty. In the NSC data, some questions discriminated well at the lower-ability levels of candidates, but no questions were found to discriminate among higher-ability candidates

A Rasch analysis to determine the difficulty of the National Senior Certificate Mathematics examination

The National Senior Certificate (NSC) examinations were written for the second time in 2009 amid much criticism. In this study, scripts of candidates who wrote the NSC Mathematics examinations (papers 1 and 2) in 2009 were used as data to analyse the marks scored and then polytomous Rasch analysis was conducted for all the subquestions to determine the level of difficulty of the questions. The purpose of applying Rasch measurement models is to explore the extent to which a test or an examination and its associated data set permit the interpretation of an underlying linear scale of ability against which to interpret overall performance and item difficulty. In the NSC data, some questions discriminated well at the lower-ability levels of candidates, but no questions were found to discriminate among higher-ability candidates

Publicising chemistry in a multicultural society through chemistry outreach

Given the emphasis in Higher Education on community engagement in South Africa and the importance of international collaboration, we discuss a joint approach to chemistry outreach in two countries on two continents with widely differing target school audiences. We describe the history of the partnership between the chemistry departments at Rhodes University and the University of Bristol and provide an outline of the chemistry content of their outreach initiatives, the modes of delivery, the advantages to both departments and their students for involvement in various levels of outreach, the challenges they still face and additional opportunities that such work facilitated. The lecture demonstration 'A Pollutant's Tale' was presented to thousands of learners all over the world, including learners at resource-deprived schools in South Africa. Challenges to extend outreach activities in South Africa include long travelling distances, as well as a lack of facilities (such as school halls and electricity) at schools. Outreach activities not only impacted on the target audience of young learners, they also impacted upon the postgraduate and other chemistry students taking part in these initiatives. This collaboration strengthened both institutions and their outreach work and may also lead to chemistry research collaborations between the academics involved

Valoración del efecto funcional de salchichas y patés, reformulados con un perfil lipídico optimizado, en sujetos con hipercolesterolemia leve y sobrepeso

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