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THE IMPACT OF DISCIPLINARY FUTURE SELF ENRICHED ELECTROMAGNETISM COURSE ON PHARM...

THE IMPACT OF DISCIPLINARY FUTURE SELF ENRICHED ELECTROMAGNETISM COURSE ON PHARMACY MAJORS ACHIEVEMENT AND AFFECT IN PHYSICS High drop-out rates at university level indicate that students are not able to find what they expected at the university. It is a problem in many European countries. Reports from European Commission and universities, mentioned tha... ver más

31/01/2022

KU Leuven

208K€

Presupuesto del proyecto: 208K€

Líder del proyecto

KATHOLIEKE UNIVERSITEIT LEUVEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

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Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2022-01-31

MSCA-IF-2018: Individual Fellowships Objective:The goal of the Individual Fellowships is to enhance the creative and innovative potential...

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2 Participantes

KU Leuven

208.04K€ | Lider

VISCOFAN

1.54M€ | Participante

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Duración del proyecto: 28 meses Fecha Inicio: 2019-09-18
Fecha Fin: 2022-01-31

Líder del proyecto

KATHOLIEKE UNIVERSITEIT LEUVEN No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 208K€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto High drop-out rates at university level indicate that students are not able to find what they expected at the university. It is a problem in many European countries. Reports from European Commission and universities, mentioned that relating the courses in their programs to e.g. the disciplinary future selves (DFSs) of the students is one of the solutions by enhancing students’ learning and affective states (e.g. motivation and interest). The DFS is defined as a future identity that one wants to establish by choosing a certain study program. Introductory physics courses in many undergraduate programs such as pharmaceutical sciences, are among the courses perceived as difficult and sometimes irrelevant. There were few attempts to relate physics courses to pharmacy majors. However, there was no study to reveal the effects of these attempts. Though there were attempts to relate introductory physics courses to life-science students which concluded that it is possible to influence participation in a course and students’ perceptions about the link between physics and biology. In order to explore the effects of the DFS-related physics instruction on pharmacy students’ achievement in physics and affective characteristics related to physics, a quasi-experimental research with control group will be conducted. The focus of the physics course is on Electromagnetism. Activities and materials related to electricity content will be developed to design the DFS-related instruction by reviewing the literature thoroughly, and conducting interviews with the course instructors, teaching assistants, pharmacy majors, and pharmaceutical sciences faculty members. The effectiveness of the instruction will be assessed with physics achievement test and the Affective Characteristics Questionnaire (both as pre-test & post-test). During the implementation, experimental and control groups will be observed. After the implementation, post-interviews will be conducted to validate the results.

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