New Directions focuses on new developments by practitioners in the field of learning and teaching.
Several themes run through the articles in this issue. There are Communications on key practicalities including identifying suitable placements for undergraduates examination preparation and supporting first year transition. Other articles address the use of educational tools including modelling concept mapping literature reviewing problem based learning and work-based learning. Two contrasting studies look at curriculum development one concentrating on the needs of students in a particular department the other on a whole discipline’s approach to addressing the needs of associated professions and society beyond.
A much larger theme is that of the learner and what it means to learn. Several papers address the subjects of deep superficial and strategic learning; how to support conceptual understanding; the importance of active learning to promote understanding and the move away from reliance on rote learning and memorisation.
Last but not least… Intended for everyone but perhaps of particular interest to those new to this field Reviews contains an in-depth look at conducting literature reviews in physical science educational research.
As always our thanks go to our contributors and all those who make this journal possible. We encourage all those involved in this field including students to consider contributing to future issues as a way of developing their own practice and informing the physical sciences education community (details on page 59 or contact the editor for an informal discussion on the process and how we can support you).
