INTERPRETING STUDENT-CONSTRUCTED STUDY GUIDES

摘要

In this work we explore how ten Tennessee Tech chemical engineering students in a second-semester thermodynamics course prepare and utilize self-constructed study guides for use on class exams. Qualitative research methods were used owing to the information desired and the small number of participants. Results indicate that many strategies exist and "goodness" of study guides does not necessarily map onto successful exam performance. Also, students may need detailed training on how to develop a useful study guide. Finally, we have found that there may be a benefit to peer-sharing of study guides.