Poster presentation at Methods in Chemistry Education Research May 2019

1. Student Education Projects: Perennial Challenges
Katherine Haxton
k.j.haxton@keele.ac.uk @kjhaxton
School of Chemical & Physical Sciences, Keele University
Introduction: supporting other people in their Chemistry Education Research (CER) can be
challenging, particularly when we are uncertain of where we lie on the spectrum between Novice
and Expert. How can we guide others when we are still learning? Having ‘won the battle’ to be able
to offer final year CER projects in education to undergraduate students, I have to guide them in
appropriate research methods and approaches.
Supporting Transitions: the transition from laboratory based scientist to education researcher is
challenging at any career stage, and many within the community maintain dual identities. For
undergraduate project students, I have found several key sticking points that need to be overcome.
Suggestions welcome!
A great idea does not indicate expertise
When students propose their own project,
or define their own strand within an existing
project, it is easy to assume they have
greater expertise by virtue of enthusiasm. It
is also more challenging to supervise an
area even further from our ‘comfort zone’
even if the methods are familiar.
Unstructured time
Laboratory based project students have
timetabled lab time, workspace,
demonstrators and are familiar with the
work processes. CER project students may
end up as campus nomads, working where
they can find a space, and many struggle
with the lack of structure and facilities. This
requires more self-discipline.Data ANALYSIS vs Data REPORTING
Obtaining ethical approval, designing and
deploying the research tools seem to be
viewed as ‘doing the project’. Data analysis
during write-up occurs too late to be in
depth, fully supported, and meaningful.
This results in reporting of the findings
without very limited analysis despite good
initial design.
On-demand Support
Regular supervisory meetings can help
students keep on track and introduce
accountability. More direct support is
required from the supervisor due to the
nature of the project (and no lab support!)
but I find this works best when the student
has identified a clear need for help.
Following up meetings or taking notes
during them is essential.
Assessment Guidelines
When written with lab based projects in
mind, they don’t quite fit. Phrases like
correct use of chemical terminology and
notation needs to be replaced by correct
use of terminology and notation appropriate
to the project. Difficulties in interpreting
guidelines for supervisors, students and
second markers lead to unease in applying
guidelines and may advantage or
disadvantage students.
Finding and Referencing Sources
Identifying suitable sources of information
from other styles of journals or texts can be
challenging, but more so when reading in
other disciplines and contexts. The use of
Harvard rather than Vancouver reference
styles can cause confusion when students
have been ‘trained’ in Vancouver.