The transition from A-level to degree-level
practical classes then to a research project,
hence from dependent learner to independent
researcher, is a hurdle that all students face
when studying for a chemistry degree. This can
be daunting so any innovations that aid this
transition are of great value. At the University
of Reading, the first year practical course has
been redesigned to facilitate this transition by
embedding independent thought and
experimentation across all chemistry
disciplines (introductory, organic, inorganic
and physical). Examples of experiments that
provide opportunities for independent student
investigation, along with student perceptions of
the experiments of the course, are given. Using
this model for practical-class delivery, student
engagement, confidence, independence and
ultimately preparedness for year 2 were
improved
