Effects on the evaluation process of organic chemistry subjects in two languages

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/71087
Información del item - Informació de l'item - Item information
Title: Effects on the evaluation process of organic chemistry subjects in two languages
Authors: Albert-Soriano, María | Marset, Xavier | Trillo Alarcón, María Paz | Baeza, Alejandro | Alonso, Diego A. | Chinchilla, Rafael | Gómez Lucas, Cecilia | Guillena, Gabriela | Ramón, Diego J. | Pastor, Isidro M.
Research Group/s: Nuevos Materiales y Catalizadores (MATCAT) | Catálisis Estereoselectiva en Síntesis Orgánica (CESO)
Center, Department or Service: Universidad de Alicante. Departamento de Química Orgánica
Keywords: English | Continuous assessment | Organic chemistry | Science | Learning
Knowledge Area: Química Orgánica
Issue Date: 2017
Editors: Octaedro
Citation: Roig-Vila, Rosabel (ed.). Investigación en docencia universitaria. Diseñando el futuro a partir de la innovación educativa. Barcelona: Octaedro, 2017. ISBN 978-84-9921-935-6, pp. 22-30
Abstract: The Organic Chemistry Department of the University of Alicante offered their students the possibility of studying some Chemistry Degree subjects in English. The idea was that our students would acquire confidence and skills in technical English speaking and listening, learning specific technical vocabulary and concepts. Additionally, international students could take these subjects at our university, thus favouring exchange programmes. Our Research Network in the Organic Chemistry Department analysed the evaluation process, considering all the activities during the Continuous Assessment and Final Exam for two compulsory subjects (Organic Chemistry and Structural Determination of Organic Compounds). In this context, we analysed the differences in learning and results achieved by the students of the English taught groups compared to the groups taught in Spanish. Obtained marks during Continuous Assessment activities, Final Exam and Final Grade were similar in both groups, the English groups performing slightly better. As only 21% of students took part in the English groups, their student/teacher ratios were lower than for the Spanish-taught counterparts, which could be the reason for the small differences in the final results.
Sponsor: We thank the University of Alicante for their financial support (“Programa Redes-I3CE”, no. 3846).
URI: http://hdl.handle.net/10045/71087
ISBN: 978-84-9921-935-6
Language: eng
Tipe: info:eu-repo/semantics/bookPart
Rights: © De la edición: Rosabel Roig-Vila; del texto: las autoras y autores; de esta edición: Ediciones OCTAEDRO, S.L.
Publisher version: http://hdl.handle.net/10045/71081
Appears in Collections:INV - MATCAT - Capítulos de Libros
INV - CESO - Capítulos de Libros
Docencia - ICE - Capítulos de Libros
INV - AMIC - Capítulos de Libros

Files in This Item:
Files in This Item:
File Description SizeFormat 
ThumbnailInvestigacion-en-docencia-universitaria_04.pdf1,44 MBAdobe PDFOpen Preview


Items in RUA are protected by copyright, with all rights reserved, unless otherwise indicated.