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  Subjects -> SCIENCES: COMPREHENSIVE WORKS (Total: 374 journals)
Showing 201 - 265 of 265 Journals sorted alphabetically
Sciential     Open Access  
Scientific African     Open Access  
Scientific American     Full-text available via subscription   (Followers: 509)
Scientific American Mind     Full-text available via subscription   (Followers: 10)
Scientific Bulletin     Open Access   (Followers: 1)
Scientific Data     Open Access   (Followers: 7)
Scientific Journal of Pure and Applied Sciences     Open Access   (Followers: 1)
Scientific Reports     Open Access   (Followers: 83)
Scientonomy : Journal for the Science of Science     Open Access   (Followers: 1)
Selforganizology     Open Access  
Simbiótica     Open Access  
Smart Science     Open Access  
South African Journal of Science     Open Access   (Followers: 2)
South American Sciences     Open Access   (Followers: 2)
South East European University Review (SEEU Review)     Open Access   (Followers: 3)
Springer Science Reviews     Hybrid Journal   (Followers: 2)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Tanzania Journal of Science     Open Access   (Followers: 4)
TD : The Journal for Transdisciplinary Research in Southern Africa     Open Access  
Technologies     Open Access   (Followers: 1)
Temas y Debates     Open Access  
The Innovation     Open Access   (Followers: 8)
The Social Studies     Hybrid Journal   (Followers: 3)
Theoria     Open Access   (Followers: 3)
Transactions of Tianjin University     Full-text available via subscription  
Trilogía     Open Access  
TÜBAV Bilim Dergisi     Open Access  
Türk Bilim ve Mühendislik Dergisi     Open Access  
Uluslararası Bilimsel Araştırmalar Dergisi (IBAD)     Open Access   (Followers: 1)
UNED Research Journal / Cuadernos de Investigación UNED     Open Access   (Followers: 1)
Uni-pluriversidad     Open Access  
Uniciencia     Open Access  
Universitas Scientiarum     Open Access  
Vilnius University Proceedings     Open Access  
Zeitschrift für Didaktik der Naturwissenschaften     Hybrid Journal  
Східно-Європейський журнал передових технологій : Eastern-European Journal of Enterprise Technologies     Open Access   (Followers: 3)

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New Directions in the Teaching of Physical Sciences
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2051-3615
This journal is no longer being updated because:
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  • A literature review of online exams in HE in Physics and Maths

    • Authors: Martin Braun
      Abstract: During the COVID pandemic, universities around the globe had to move not only their content delivery online, but also their assessments. Due to COVID causing significant upheaval in Higher Education (HE), this enforced experiment also afforded an opportunity to reflect on traditional, invigilated, closed book exams (ICBE) resulting in research and advice in this area. A systematic review of this academic and grey literature was performed concentrating on maths heavy physics examinations to investigate what guidance is given to examination writers, educators who prepare students for exams and HE examinees themselves. The literature review results were divided into: Advice for examiners who need to provide an uinvigilated open book exam (UOBE), discussions on cheating, advice for students and case studies. It was found that ICBEs were good at examining lower order cognitive skills, e.g. recall and understanding, but higher order skills, such as analysing and synthesising, are better examined with access to a larger range of resources. Guidance on making academic misconduct more difficult also suggested using higher order thinking skills in exam questions as responses to these type of tasks are more individual and getting outside help may be more difficult in a time constrained UOBE. Furthermore, literature encouraged reflection on the motivation for cheating and suggested that overly demanding assessment may encourage students to seek inappropriate help. The advice for students highlighted the need to prepare as thoroughly for a UOBE as they would for a traditional exam. Probably the thrust should change from pure memorization to students preparing their notes so that they can efficiently access their material to locate relevant parts for synthesis during a UOBE. Some of the case studies used statistical methods to investigate comparability of grades between UOBEs and ICBEs and some of the studies found them comparable, so a large shift of results may be due to other factors rather than the exam type. Other studies describe their approach and include stakeholder reflections. The main recommendation to exclude lower cognitive skills can pose a problem for maths heavy exams as they mainly assess how well an examinee has mastered these skills before building on them. However, it seems advisable to climb higher up Bloom’s taxonomy if possible. Also, it may be conceivable to break up exams into shorter sections that require individual uploading before access to the next part is granted to reduce the possibility of outside help. Furthermore, individualised maths type problems could be achievable by using different data sets for a question. Student advice should highlight the differences between UOBEs and ICBEs so that they can prepare appropriately.
      PubDate: 2024-02-12
      DOI: 10.29311/ndtns.v0i19.4424
       
  • Evaluate the benefits of early embedding reflective practice into student
           experience and personal skill development

    • Authors: Lydia Bellaouane, Jewel James, Sally Darwiche, Aaron Williams, Ian Piper, Karen Whiting, Ahmed Elbediw
      Abstract: Transferable skills are embedded within assessments throughout Higher Education such as organisation, timekeeping and working as part of a team (during groups assessments) amongst some of the skills. Despite this, there is little evidence to suggest that students are fully aware of the importance of reflective practice upon their personal development as a possible transferable skill. In this study, we aimed to assess if and what students understood by the term ‘reflective practice’, and whether they identify its practice and benefits within their studies and for their potential future careers. Quantitative data, was collected during the first teaching block of the 2021-2022 academic year using specific reflective based questions in a paper-based questionnaire, with results indicating that students who undertook our foundation route, which instilled reflective practice-based assessments were more used to reflective practice than standard degree entry students, and emphasised skill development through reflection; confidence to tackle new task (38%), time management (25%), effective communication (25%) and prioritising tasks (13%). The data also suggested that across all levels of our degrees, students preferred to reflect once feedback of an assessment was received (60%) and after personal tutor meetings (43%), meaning, we as an institution should adapt our practice to develop this further. Embedding reflective practice early in a student’s educational curriculum, could therefore enhance how students approach their course, by providing them with key reflective based skills which they can transfer to their journey within Higher Education and their career.
      PubDate: 2024-02-02
      DOI: 10.29311/ndtns.v0i19.4409
       
 
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 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

  First | 1 2        [Sort by number of followers]   [Restore default list]

  Subjects -> SCIENCES: COMPREHENSIVE WORKS (Total: 374 journals)
Showing 201 - 265 of 265 Journals sorted alphabetically
Sciential     Open Access  
Scientific African     Open Access  
Scientific American     Full-text available via subscription   (Followers: 509)
Scientific American Mind     Full-text available via subscription   (Followers: 10)
Scientific Bulletin     Open Access   (Followers: 1)
Scientific Data     Open Access   (Followers: 7)
Scientific Journal of Pure and Applied Sciences     Open Access   (Followers: 1)
Scientific Reports     Open Access   (Followers: 83)
Scientonomy : Journal for the Science of Science     Open Access   (Followers: 1)
Selforganizology     Open Access  
Simbiótica     Open Access  
Smart Science     Open Access  
South African Journal of Science     Open Access   (Followers: 2)
South American Sciences     Open Access   (Followers: 2)
South East European University Review (SEEU Review)     Open Access   (Followers: 3)
Springer Science Reviews     Hybrid Journal   (Followers: 2)
Studies in Science Education     Hybrid Journal   (Followers: 18)
Tanzania Journal of Science     Open Access   (Followers: 4)
TD : The Journal for Transdisciplinary Research in Southern Africa     Open Access  
Technologies     Open Access   (Followers: 1)
Temas y Debates     Open Access  
The Innovation     Open Access   (Followers: 8)
The Social Studies     Hybrid Journal   (Followers: 3)
Theoria     Open Access   (Followers: 3)
Transactions of Tianjin University     Full-text available via subscription  
Trilogía     Open Access  
TÜBAV Bilim Dergisi     Open Access  
Türk Bilim ve Mühendislik Dergisi     Open Access  
Uluslararası Bilimsel Araştırmalar Dergisi (IBAD)     Open Access   (Followers: 1)
UNED Research Journal / Cuadernos de Investigación UNED     Open Access   (Followers: 1)
Uni-pluriversidad     Open Access  
Uniciencia     Open Access  
Universitas Scientiarum     Open Access  
Vilnius University Proceedings     Open Access  
Zeitschrift für Didaktik der Naturwissenschaften     Hybrid Journal  
Східно-Європейський журнал передових технологій : Eastern-European Journal of Enterprise Technologies     Open Access   (Followers: 3)

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School of Mathematical and Computer Sciences
Heriot-Watt University
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Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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