Abstract
Mini-projects are sometimes included in undergraduate courses with the expectation that they will help students to make the transition from set practicals to open ended investigative work. This case study assesses the extent to which one particular use of mini-projects was able to effect this. Despite their success in developing the students’ understandings of the nature and processes of scientific research, the mini-projects left many students feeling demoralised and largely unaware of the learning which had taken place. Factors contributing to this outcome were identified and their implications for the design and management of such projects are considered.
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References
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© 2002 Kluwer Academic Publishers
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Lewis, J. (2002). The Effectiveness of Mini-projects as a Preparation for Open-ended Investigations. In: Psillos, D., Niedderer, H. (eds) Teaching and Learning in the Science Laboratory. Science & Technology Education Library, vol 16. Springer, Dordrecht. https://doi.org/10.1007/0-306-48196-0_15
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DOI: https://doi.org/10.1007/0-306-48196-0_15
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1018-7
Online ISBN: 978-0-306-48196-3
eBook Packages: Springer Book Archive