Information gained from student

In addition to the information gained from the surveys of past and present employees of the Water Lab, some less obvious benefits have resulted from this experience. Customer service is a large part of the students experience because they have the responsibility of interfacing with the public. The students leam quickly that most of the customers want clarification and explanation of what the test results mean and how that will affect their lives. It is from these interactions that the student analysts can better appreciate their influence on the community. Students also leam to communicate complex iirformation clearly and efficiently. 

Project introductions were followed by brainstorming sessions in which students identified information which was known either as provided in the project description or knowledge gained from previous courses, information that could be found such as that from literature reviews and standards or soil characteristics that could be determined from provided... 

Although ostensibly just a clerical position, in fact, the front desk experience augments the practical chemistiy experience the students gain from performing the chemical analyses. Students working the front desk receive important context for their analysis. As students record source information for their samples, the samples become more than just bottles of water. The analysis of these samples will be used to make important decisions, such as whether the water is safe to drink. 

Some tasks in the Test of Gained Knowledge required students to connect observations about the macro course of chemical reactions with their notations in the submicro and/or symbolic types of representation. The results indicate that most students were able to rearticulate the information about reactants and products of a chemical reaction from the textual description of chemical reaction into the form of word chemical equation (textual description of macros word equation of macro Task 8.2, f(o/ )=89.82% Task 9.1, f(o/ )=87.61%). This action corresponds to the first step in learning to write down chemical equation in the LON approach. It can easily be explained, because teachers described the learning process to be very efficient to this point, as is illustrated below ... 

Broadly speaking such a worker is frequently selecting from the topics and areas surveyed in this chapter the most appropriate aspects ( tools ) to apply to the problem in hand. The undergraduate student needs therefore to consider carefully the relative ease with which some preliminary information of structure may be achieved at the bench, and its interrelationship with that obtained from various spectroscopic data, so that in due time a comprehensive appreciation of all aspects of the physical and chemical properties of particular compounds may be gained. 

Just as we gain information about the individual student by examining performance as measured by the schema measures defined above, so too can we find out more about individual test items from the same measures. The reason for doing so is to better... 

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