{"id":{"repo_id":"birmingham","oai_identifier":"oai:etheses.bham.ac.uk:443"},"canonical_url":"https://search.dev.ndltd.org/etd/birmingham/oai:etheses.bham.ac.uk:443","repository":{"repo_id":"birmingham","name":"University of Birmingham","base_url":"https://etheses.bham.ac.uk/cgi/oai2"},"display":{"title":"The experiences of first year chemistry students learning spectroscopy by an enquiry-based approach","abstract":"The University of Birmingham has revised its Teaching and Learning Strategy in the past five years. Central to this new learning culture, across all disciplines, is Enquiry-Based Learning (EBL). This study aimed to explore the experiences of first year Chemistry students in a new Enquiry-Based Learning approach to teaching Spectroscopy. Research into students' attitudes towards the processes of EBL was carried out, along with an investigation of how students' perceived confidence changed, as a result of their experience of using EBL in the Spectroscopy course. This was achieved by varius research methods, such as questionnaires, an individual interview, and focus groups. Working with small numbers a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, communication skills), then this change in the way Spectroscopy has been presented seems to offer much scope.","abstract_html":"The University of Birmingham has revised its Teaching and Learning Strategy in the past five years. Central to this new learning culture, across all disciplines, is Enquiry-Based Learning (EBL). This study aimed to explore the experiences of first year Chemistry students in a new Enquiry-Based Learning approach to teaching Spectroscopy. Research into students' attitudes towards the processes of EBL was carried out, along with an investigation of how students' perceived confidence changed, as a result of their experience of using EBL in the Spectroscopy course. This was achieved by varius research methods, such as questionnaires, an individual interview, and focus groups. Working with small numbers a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, communication skills), then this change in the way Spectroscopy has been presented seems to offer much scope.","abstract_has_math":false,"creators":["Lucas, Timothy"],"institution":"University of Birmingham","degree_name":"m_ph","degree_level":"m_ph","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-12","date_published":"2009-12","updated_at":"2026-07-24T01:10:55Z","subjects":["QD Chemistry","LB2300 Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["na"]},{"key":"dc:creator","label":"Author","values":["Lucas, Timothy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2009-12"]},{"key":"dc:date.issued","label":"Date","values":["2009-12"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["College of Engineering & Physical Sciences","School of Chemistry"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Birmingham"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["http://etheses.bham.ac.uk//id/eprint/443/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["m_ph"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["m_ph"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["QD Chemistry","LB2300 Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://etheses.bham.ac.uk//id/eprint/443/1/Lucas09MPhil.pdf","http://etheses.bham.ac.uk//id/eprint/443/2/Decl_IS_Lucas09MPhil.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The University of Birmingham has revised its Teaching and Learning Strategy in the past five years. Central to this new learning culture, across all disciplines, is Enquiry-Based Learning (EBL). This study aimed to explore the experiences of first year Chemistry students in a new Enquiry-Based Learning approach to teaching Spectroscopy. Research into students' attitudes towards the processes of EBL was carried out, along with an investigation of how students' perceived confidence changed, as a result of their experience of using EBL in the Spectroscopy course. This was achieved by varius research methods, such as questionnaires, an individual interview, and focus groups. Working with small numbers a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, communication skills), then this change in the way Spectroscopy has been presented seems to offer much scope."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The experiences of first year chemistry students learning spectroscopy by an enquiry-based approach"]}]}],"canonical_facts":{"dc:contributor.sponsor":["na"],"dc:creator":["Lucas, Timothy"],"dc:date":["2009-12"],"dc:date.issued":["2009-12"],"dc:description.abstract":["The University of Birmingham has revised its Teaching and Learning Strategy in the past five years. Central to this new learning culture, across all disciplines, is Enquiry-Based Learning (EBL). This study aimed to explore the experiences of first year Chemistry students in a new Enquiry-Based Learning approach to teaching Spectroscopy. Research into students' attitudes towards the processes of EBL was carried out, along with an investigation of how students' perceived confidence changed, as a result of their experience of using EBL in the Spectroscopy course. This was achieved by varius research methods, such as questionnaires, an individual interview, and focus groups. Working with small numbers a fairly positive picture has emerged, and much is consistent with the findings of others. Given that the aims of Higher Education need to encompass a wider range of skills (such as independent learning, group work, communication skills), then this change in the way Spectroscopy has been presented seems to offer much scope."],"dc:format":["application/pdf"],"dc:identifier.uri":["http://etheses.bham.ac.uk//id/eprint/443/1/Lucas09MPhil.pdf","http://etheses.bham.ac.uk//id/eprint/443/2/Decl_IS_Lucas09MPhil.pdf"],"dc:publisher.department":["College of Engineering & Physical Sciences","School of Chemistry"],"dc:publisher.institution":["University of Birmingham"],"dc:relation.isreferencedby":["http://etheses.bham.ac.uk//id/eprint/443/"],"dc:subject":["QD Chemistry","LB2300 Higher Education"],"dc:title":["The experiences of first year chemistry students learning spectroscopy by an enquiry-based approach"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["m_ph"],"dc:type.qualificationname":["m_ph"]},"updated_at":"2026-07-24T01:10:55Z"}