Unlocking Knowledge We Know the Students Know.

• Autores: John Reglinski
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 84, Nº 2, 2007, págs. 271-273
• Idioma: inglés
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• Resumen

  • 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