A Practice-Led Approach to Aligning Learning Theories with Learning and Teaching Strategies in Third Level Chemistry Education

Large class sizes and a diverse student cohort have resulted in challenges for academics in third level institutes both nationally and internationally. This is a result of widening of participation and the drive to create a knowledge-based society in Ireland for the future. The focus in this paper is on third level chemistry education and looking at the issues arising both in the class and laboratory and suggesting learning and teaching strategies in order to overcome them or to enhance efficiencies. The learning and teaching strategies suggested however may be applied across many disciplines. The learning theories that underpin these strategies are highlighted throughout the text to strengthen the pedagogical framework on which they are based. Behaviourism, constructivism, cognitivism and social constructivism are the four main learning theories that support the discussion. Exemplars from the literature and practice led, and all designed, developed and evaluated in the Dublin Institute of Technology (DIT). The role of learning technologies has been included where appropriate. There are many ways of addressing issues of teaching diverse groups at third level that are free and readily accessible, it is hoped that this paper will encourage academics to try a new educational approach in their practice

Designing Curriculum and Assessment to Promote Effective Learning in Chemistry in Higher Education

This paper is an overview of current issues for academics designing programmes for third level education in chemistry. The changing demographic of third level students along with employers’ demands has resulted in course development with a focus on skills (Hyslop-Margison 2001) to support a knowledge-based society. These factors inevitably have an impact on curricula and pedagogies. In this paper the rationale behind contemporary changes in curriculum design is introduced together with a discussion of curriculum design models, assessment models and evaluation models. Examples of innovative curricula and assessment models in third level chemistry education are incorporated throughout the paper

Resource Pack on Curriculum Design and Assessment to Promote Effective Learning.

This resource pack is an overview of current considerations for academics designing programmes for third level education. The changing demographic of third level students along with employers’ demands has resulted in programme development with a focus on skills basis (Hyslop-Margison, 2001) to support a knowledge based society. The rationale behind the changes in curriculum design is introduced and further focus is emphasised in the areas of curriculum design models, assessment models and evaluation models. Examples of innovative curricula and assessment models in third level chemistry education will be incorporated during the pack which may be applied across other disciplines

Contextualising Nanotechnology in Chemistry Education

This paper will give an example of a pedagogical approach taken in integrating nanotechnology into a chemistry degree course. In recent years nanotechnology has widely become part of the course content for undergraduate chemistry and physics degree curriculum. How contextualised the delivery of the subject matter may vary. The role of contextualisation of nanotechnology in the delivery of the content is the main focus of this paper, as to date in Ireland and many other countries nanotechnology has not been integrated into many chemistry degree courses but is slowly becoming the case. An evaluative methodology of the pedagogical approach for two introductory nanotechnology courses has been chosen for this study. Pre and post-course testing at a 4th year level and 2nd year level have been carried out and the feedback summarised. The role of visualisation and contextualisation (linking research and industrial applications to the area) will be discussed in relation to learning and teaching nanotechnology. The benefits of using nanochemistry and nanotechnology can be highlighted and this may be linked to an examination of existing applications in everyday life. It is hoped that this paper will stimulate some ideas for academics who may find themselves faced with teaching nanotechnology in the near future

Is play disappearing? Instances of no-play in children\u27s neighbourhoods: Implications for learning, development and curriculum

This paper presents data from the Irish Neighbourhood Play Study that explored children’s engagement in play. The data raises concerns around recorded instances of no-play in play environments. The instances of no-play were recorded during peak play time periods including weekend and afterschool hours. This data raises the critical question: Are today’s children being afforded sufficient time to play? Both the quality of opportunity to play and the quantity of time afforded to children to engage in play are important factors in children’s learning and development (Fisher, Hirsh-Pasek, Golinkoff, Singer & Berk, 2011; Whitebread, 2012). The data from the Irish Neighbourhood Play Study indicates that children may not be spending enough time playing in their neighbourhoods. In discussing the data, this paper evolves to explore the thesis that schools should attend to this absence of play by providing play-based education. A justification for play-based approaches within the school experience is underpinned by an evidence-based defense of the centrality of play within children’s academic and holistic development

Child\u27s play the developmental benefits of the play choices of modern children: Implications for school curricula

This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play Study explored the play choices of children from 0 to 15 years of age. This paper reports the findings on the play choices of children and these are presented alongside the levels of engagement within each play type. Construction Play, Motor Play, Fantasy (Imaginative) Play and Social Play are all applied as broad categories with detailed data presented that drills down into what elements of play children are choosing within each category. The developmental benefits of each play type are then explored and discussed. These findings are viewed through an educational lens and contextualised within a curricular context. The critical questions arising from the findings concern the developmental benefits inherent to the types of play children choose for themselves and how these developmental benefits translate to the school context. This paper discusses these critical questions and suggests possible implications for school curricula when adopting play-based approaches

The Influence of Auxiliary Ligands on the Photophysical Characteristics of a Series of Ruthenium (II) Polypyridyl Complexes

A series of ruthenium polypyridyl complexes were studied using UV/Vis absorption and luminescence spectroscopy as well as luminescence lifetime determination by time correlated single photon counting (TCSPC). The complexes were characterised with regard to the variation in the electronic band-gap as a result of the sequential variation of the auxiliary ligand 2,2’-bipyridine (bpy), 1,10-phenanthroline (phen) and 2,2’-biquinoline (biq) ligands while the main ligand remained constant for three different main ligand types. Luminescence yields were calculated and correlated with structural and electronic variation. It was found that both the absorption and emission characteristics could be tailored through the systematic variation of the electron affinity of the individual auxiliary ligand. This was shown to be the case regardless of the functional group at the end of the main ligand. Stokes shift and Raman spectroscopy was employed as a means to gauge the effect of ligand change on the conjugation and vibrational characteristics of the complexes. Luminescence yield and lifetimes were also shown to be well-defined with regards to systematic structure variations. The well-defined trends established elucidate the effect which variation of auxiliary ligands has on the electronic characteristics of the ruthenium polypyridyl systems. These well-defined relationships can potentially be extended to optimise luminescence yield and lifetimes and therefore suitability of such compounds for the application in for example photodynamic therapy