Pub Date : 2023-06-28DOI: 10.29311/ndtns.v18i1.4265
Daisy Blaksley, Jacob Wright
Informal Student Carers (ISC) are students who provide unpaid care to a friend or family member needing support. We explored the lived experiences of ISC and the challenges they faced throughout the Covid-19 pandemic. A scoping review, questionnaire-based survey and volunteer interviews were undertaken to identify the themes which predicate student carer’s experience during the Covid-19 pandemic. Our research showed that a combination of financial concerns, time constraints, and the lack of visibility of student caregivers all contributed to this student group's poor mental health during the Covid-19 pandemic. Educational institutions have an obligation to be informed and support the unique and varied needs of ISCs.
{"title":"An Exploration of The Lived Experience of Informal Student Carers During Covid-19","authors":"Daisy Blaksley, Jacob Wright","doi":"10.29311/ndtns.v18i1.4265","DOIUrl":"https://doi.org/10.29311/ndtns.v18i1.4265","url":null,"abstract":"Informal Student Carers (ISC) are students who provide unpaid care to a friend or family member needing support. We explored the lived experiences of ISC and the challenges they faced throughout the Covid-19 pandemic. A scoping review, questionnaire-based survey and volunteer interviews were undertaken to identify the themes which predicate student carer’s experience during the Covid-19 pandemic. Our research showed that a combination of financial concerns, time constraints, and the lack of visibility of student caregivers all contributed to this student group's poor mental health during the Covid-19 pandemic. Educational institutions have an obligation to be informed and support the unique and varied needs of ISCs.","PeriodicalId":208484,"journal":{"name":"New Directions in the Teaching of Natural Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123461851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.29311/ndtns.v18i1.4110
H. Mulrooney, Olga Wojadzis
Food has multiple roles within individuals’ lives, with potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included demographic information, food-related questions and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students completed questionnaires, and 13 interviews (4 staff and 9 student) were completed. Multiple themes were identified. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic and study/work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49.3% of student participants; it was not decreased in any.
{"title":"Using food-related images to enhance belonging in university staff and students","authors":"H. Mulrooney, Olga Wojadzis","doi":"10.29311/ndtns.v18i1.4110","DOIUrl":"https://doi.org/10.29311/ndtns.v18i1.4110","url":null,"abstract":"Food has multiple roles within individuals’ lives, with potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included demographic information, food-related questions and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students completed questionnaires, and 13 interviews (4 staff and 9 student) were completed. Multiple themes were identified. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic and study/work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49.3% of student participants; it was not decreased in any.","PeriodicalId":208484,"journal":{"name":"New Directions in the Teaching of Natural Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116083737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.29311/ndtns.v18i1.4318
Joshua Hoyland, Julie Hyde
Chemistry courses are seeing an increasing inclusion of the relatively novel methods of Problem Based Learning (PBL). With roots dating back to 18th Century philosophers, it aims to develop the Higher Order Cognitive Skills (HOCS) of prospective graduates, alongside other transferrable skills and social benefits that traditional teaching has failed to build upon. The utilisation of real-world problem-solving projects in chemistry modules has a wide array of seemingly verifiable benefits but a lack of trained facilitators and minimal exposure of students to PBL at lower levels provides significant drawbacks to the methodology. This review looks at the pros and cons of PBL in detail to estimate its viability in future chemistry courses around the world.
{"title":"The implementation and effects of contemporary Problem-Based Learning techniques in the field of chemistry","authors":"Joshua Hoyland, Julie Hyde","doi":"10.29311/ndtns.v18i1.4318","DOIUrl":"https://doi.org/10.29311/ndtns.v18i1.4318","url":null,"abstract":"Chemistry courses are seeing an increasing inclusion of the relatively novel methods of Problem Based Learning (PBL). With roots dating back to 18th Century philosophers, it aims to develop the Higher Order Cognitive Skills (HOCS) of prospective graduates, alongside other transferrable skills and social benefits that traditional teaching has failed to build upon. The utilisation of real-world problem-solving projects in chemistry modules has a wide array of seemingly verifiable benefits but a lack of trained facilitators and minimal exposure of students to PBL at lower levels provides significant drawbacks to the methodology. This review looks at the pros and cons of PBL in detail to estimate its viability in future chemistry courses around the world.","PeriodicalId":208484,"journal":{"name":"New Directions in the Teaching of Natural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128208124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.29311/ndtns.v18i1.3900
Shane Lo Fan Hin, Henry Riddle
An investigation was conducted into the common misconceptions in chemical equilibria, adopted by a sample of UK secondary school students. These included the characteristics of a dynamic equilibrium, the nature of the reactants and products at equilibrium, as well as the effect of conditions and catalyst on equilibrium. Suggestions for improved teaching were obtained from the students. These included ensuring a clear and comprehensive delivery of basic principles, more or better use of practical demonstrations where appropriate, and use of practice questions. Further research around these suggestions could investigate the value of consulting students’ views and ideas in addressing their misconceptions, to ultimately improve overall conceptual understanding in instruction.
{"title":"Students’ Misconceptions in Chemical Equilibria and Suggestions for Improved Instruction","authors":"Shane Lo Fan Hin, Henry Riddle","doi":"10.29311/ndtns.v18i1.3900","DOIUrl":"https://doi.org/10.29311/ndtns.v18i1.3900","url":null,"abstract":"An investigation was conducted into the common misconceptions in chemical equilibria, adopted by a sample of UK secondary school students. These included the characteristics of a dynamic equilibrium, the nature of the reactants and products at equilibrium, as well as the effect of conditions and catalyst on equilibrium. Suggestions for improved teaching were obtained from the students. These included ensuring a clear and comprehensive delivery of basic principles, more or better use of practical demonstrations where appropriate, and use of practice questions. Further research around these suggestions could investigate the value of consulting students’ views and ideas in addressing their misconceptions, to ultimately improve overall conceptual understanding in instruction.","PeriodicalId":208484,"journal":{"name":"New Directions in the Teaching of Natural Sciences","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114871693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.29311/ndtns.v18i1.4120
Adrian Mihai-Costea, Nasra Hersi, Lija Abu, Felicia Gunawan, Ellen Coakley, Simon Gould, A. Elbediwy
Social and economic barriers that students face during their studies can impact severely on their attainment and can be due to many factors. This study investigated how different socio-economic factors, with a focus on digital poverty and workspace availability may have affected students' attainment (during October 2021 - March 2022) at university post-COVID-19. Quantitative data collected during the first teaching block of the 2021-2022 academic year using specific questions in a paper-based questionnaire indicated that a good proportion of life science students did not have access to a home internet source (35%) or proper workspace facilities (34%) and had the requirement to work alongside their degree in order to fund their studies. In contrast to the lack of internet students experienced, many of the surveyed students did have access to a personal computer within their household. Possible reasons for some of the findings, and the implications of the findings, are discussed here.
{"title":"Investigating barriers that prevent students attaining their full potential during their degree","authors":"Adrian Mihai-Costea, Nasra Hersi, Lija Abu, Felicia Gunawan, Ellen Coakley, Simon Gould, A. Elbediwy","doi":"10.29311/ndtns.v18i1.4120","DOIUrl":"https://doi.org/10.29311/ndtns.v18i1.4120","url":null,"abstract":"Social and economic barriers that students face during their studies can impact severely on their attainment and can be due to many factors. This study investigated how different socio-economic factors, with a focus on digital poverty and workspace availability may have affected students' attainment (during October 2021 - March 2022) at university post-COVID-19. Quantitative data collected during the first teaching block of the 2021-2022 academic year using specific questions in a paper-based questionnaire indicated that a good proportion of life science students did not have access to a home internet source (35%) or proper workspace facilities (34%) and had the requirement to work alongside their degree in order to fund their studies. In contrast to the lack of internet students experienced, many of the surveyed students did have access to a personal computer within their household. Possible reasons for some of the findings, and the implications of the findings, are discussed here.","PeriodicalId":208484,"journal":{"name":"New Directions in the Teaching of Natural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128883061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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