Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course

Authors

  • Maddalena Taras University of Sunderland
  • Francisco M. Gómez Faculty of Science, University of Granada, Spain.
  • Juan B. Roldán Faculty of Science, University of Granada

https://doi.org/10.4471/remie.2014.02

Keywords:

partnership Europe assessment student beliefs

Abstract

This cross-European research partnership reports on supporting pro-active learning and teaching. The two-part project firstly explored student beliefs about electronics within a physics degree and secondly, the use of peer assessment of a Mathematica notebook to develop understandings of standards and quality. Student beliefs were explored because of the negative perceptions tutors thought students brought to the Engineering course within the Physics degree. The results showed that tutors’ fears were unfounded and that the students were highly motivated. Secondly, through peer assessment of a notebook, students developed critical understandings of standards and quality. Generally, students valued the content support and appreciated both the work of their peer and how this helped their own understanding.

 

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Author Biography

Maddalena Taras, University of Sunderland

Department of Education

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Published

2014-02-15

How to Cite

Taras, M., Gómez, F. M., & Roldán, J. B. (2014). Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course. Multidisciplinary Journal of Educational Research, 4(1), 35–69. https://doi.org/10.4471/remie.2014.02

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Articles