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Gulliver, Bethan Sian and Edmunds, Kelly 
ORCID: https://orcid.org/0000-0001-5351-3721
(2021)
Remotely Teaching Practical Science in Student Kitchens.
Journal of the Foundation Year Network, 4.
pp. 41-51.
Abstract
The challenge of teaching practical skills to students on a Foundation Year biology course within the constraints imposed by the Covid-19 crisis required the adoption of innovative teaching strategies. A series of kitchen practicals were devised to support the curtailed or streamed laboratory practical sessions. The activities were delivered through asynchronous, collaborative Padlets accompanied by synchronous workshops and support sessions. These activities involved applying abstract scientific ideas to familiar contexts. Engagement with these activities required the students to work individually. However, the Padlets enabled students to share their methods, results and experiences with their peers and teachers. The kitchen practical activities were popular with students and led to high levels of engagement and achievement. This article explores the reasons for the success of our strategy and argues that similar methodologies for practical teaching have their place in practical teaching post-pandemic.
| Item Type: | Article |
|---|---|
| Additional Information: | © Copyright 2022. The authors, Bethan Gulliver and Kelly Edmunds, assign to the Journal of the Foundation Year Network the right of first publication and educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. Any other usage is prohibited without the express permission of the author. |
| Faculty \ School: | Faculty of Medicine and Health Sciences > Norwich Medical School Faculty of Science > School of Biological Sciences |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 15 Jun 2022 15:30 |
| Last Modified: | 26 Mar 2023 06:31 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/85649 |
| DOI: |
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