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  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > February  >
In the Classroom
Unlocking Knowledge We Know the Students Know
John Reglinski
Department of Pure & Applied Chemistry, University of Strathclyde, Glasgow G1 1XL United Kingdom
Cover
February 2007
Vol. 84 No. 2
p. 271
Abstract
A visual-based method of testing undergraduates is presented. The class or individual is interrogated using images and diagrams from the chemistry catalogue without the need to ask a specific question. The intention is to by-pass the linguistic pathways and tap directly into the students visual processing. This type of question allows the student an alternative route to the answer and greater freedom to express themselves during their response. As this approach works on visual recognition, it may have particular value for students with specific learning difficulties such as dyslexia, who find language driven inquiry difficult to process.
Supplement
Twenty pictorial representations on various chemical topics are available
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Contents
  JCE2007p0271W.pdf
 
JCE2007p0271W.zip
Folder JCE2007 containing reglinski 2005-0431.ppt (Microsoft PowerPoint) and sup_2005_0431.doc (Microsoft Word)
More Information
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Citation
Reglinski, John. J. Chem. Educ. 2007 84 271.
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Keywords
All chemistry; English as a second language; examination; Graduate Education / Research; Humor / Puzzles; ink-blots; Learning difficulties; learning disability; Mnemonics / Rote Learning; Testing / Assessment; The Rorschach technique; Upper-Division Undergraduate
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History
Created:
Last Updated:
1/9/2007
1/18/2007
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