Demonstrate experience in independent investigation within a topic

Instructions: Demonstrate experience in independent investigation within a topic chosen by students which is distinct from the taught syllabus of the degree course. Draw appropriate conclusions

Demonstrate experience in independent investigation within a topic
Demonstrate experience in independent investigation within a topic chosen by students which is distinct from the taught syllabus of the degree course

Draw appropriate conclusions from the research work conducted

Firstly, demonstrate the ability to review, and reflect critically upon, relevant academic literature

Secondly, demonstrate the ability to form an argument and adduce appropriate supporting evidence

Thirdly, demonstrate the ability to generate realistic testable hypotheses from the review of the literature

Present material clearly and coherently in the form of text and related tables, diagrams, and statistical or mathematical forms as appropriate

Demonstrate the ability of report writing on the research work conducted

Apply relevant theoretical and analytical techniques learnt from courses

Apply generic and transferable skills, such as acquire knowledge of key concepts and ideas, abstract reasoning, diagrammatic skills, and information synthesis, writing skills, numeracy skills, graphical, representational skills,

use of information technology, and time management and planning.

More Details:

Despite the limitations of traditional lectures, many institutions are in force to offer high-enrollment introductory science courses. Many professors who teach these courses feel that lecturing is their only option,

and can only dream of what they could accomplish in smaller classes.

However, there is a small but growing group of science faculty members who have develop ed ways to engage students in the

process of thinking, questioning, and problem solving despite the large class size.

Strategies in use in introductory courses in biology and geology are describ ed in the sidebars.

Although many of the methods described in these sidebars are consistent with what experts know about how students learn

(see Chapter 3), they may not be welcomed by all of the students in a class.

There are several ways to help students make the transition from passive listeners to active participants in their own learning (Orzechowksi, 1995):


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