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International Journal of Science Education Volume 15, 1993 - Issue 2
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Original Articles

Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open university of The Netherlands

Paul Kirschner Open university of The Netherlands
,
Marthie Meester Open university of The Netherlands
,
Evert Middelbeek Open university of The Netherlands
&
Henry Hermans Open university of The Netherlands
Pages 175-197 | Published online: 25 Feb 2007

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Read on this site (4)

Natalia Maloshonok & Evgeniy Terentev. (2017) The mismatch between student educational expectations and realities: prevalence, causes, and consequences. European Journal of Higher Education 7:4, pages 356-372.
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Katrien Struyven, Filip Dochy & Steven Janssens. (2012) Explaining students' appraisal of lectures and student-activating teaching: perceived context and student characteristics. Interactive Learning Environments 20:5, pages 391-422.
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Cristina Martínez‐Losada & Susana García‐Barros. (2005) Do Spanish secondary school teachers really value different sorts of procedural skills?. International Journal of Science Education 27:7, pages 827-854.
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PeterM. Laws. (1996) Undergraduate Science Education: A Review of Research. Studies in Science Education 28:1, pages 1-85.
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Articles from other publishers (10)

Marjolein E. Haagsman, Margot C. Koster, Johannes Boonstra & Karin Scager. (2020) Be Prepared! How Pre-lab Modules Affect Students’ Understanding of Gene Mapping. Journal of Science Education and Technology 30:4, pages 461-470.
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Kevin L. Braun. 2019. Active Learning in General Chemistry: Specific Interventions. Active Learning in General Chemistry: Specific Interventions 61 78 .
Kelli R. Galloway & Stacey Lowery Bretz. (2015) Measuring Meaningful Learning in the Undergraduate General Chemistry and Organic Chemistry Laboratories: A Longitudinal Study. Journal of Chemical Education 92:12, pages 2019-2030.
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Kelli R. Galloway & Stacey Lowery Bretz. (2015) Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory: A National, Cross-Sectional Study. Journal of Chemical Education 92:12, pages 2006-2018.
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Ruth Mewis. (2011) Staff and student opinions of the inclusion of practical work in higher education chemistry courses in England: what are the perceived objectives and outcomes?. New Directions:7, pages 36-44.
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James S. Cole, Marianne Kennedy & Michael Ben-Avie. (2009) The role of precollege data in assessing and understanding student engagement in college. New Directions for Institutional Research 2009:141, pages 55-69.
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Jenaro Guisasola, Mikel Ceberio & José Luis Zubimendi. (2005) University Students' Strategies for Constructing Hypothesis when Tackling Paper-and-Pencil Tasks in Physics. Research in Science Education 36:3, pages 163-186.
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Katrien Struyven, Filip Dochy, Steven Janssens & Sarah Gielen. (2006) On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction 16:4, pages 279-294.
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Richard White, Richard Gunstone, Enno Elterman, Ian Macdonald, Brian McKittrick, David Mills & Pam Mulhall. (1995) Students' perceptions of teaching and learning in first-year university physics. Research in Science Education 25:4, pages 465-478.
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Angelique L. E. Lansu, Wilfried P. M. F. Ivens & Hans G. K. Hummel. 1994. Soil Science Education: Philosophy and Perspectives. Soil Science Education: Philosophy and Perspectives 123 136 .

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