Chemical
Education International, Vol. 4, No. 1, AN-4, Received September
22, 2003
UNIVERSITY
LEARNING AND LATE-ADOLECENTS OF POST-MODERN AGES
C. Falicoff, O. Pliego, H. Odetti, and E.J. Bottani*
e-mail: [email protected]
Abstract
In our society, the lingering instruction, the growing lack of job
opportunities, and the glorification of the adolescence, are factors
that contribute to the extension of this period. From the point
of view of the University, the first consequence of this phenomenon
is a growing proportion of late-adolescents among the student population.
Even though its extension and effects are not yet known, we believe
that the problem deserves to be thoroughly studied.
The
main goal of this work is to determine the percentage of late teenage
students at the University taking the Inorganic Chemistry course
as a representative sample in our Department. This course is carried
out in the last term of the first year of Biochemistry and Biotechnology
careers of the Biochemistry and Biological Sciences Department.
We are also interested in knowing whether this issue is connected
or not to the student's academic performance.
The
methodology employed consisted in a questionnaire, personal interviews,
and individual observation of the students during regular classes.
The instruments employed, as well as the guidelines to conduct the
interviews are included as appendixes.
Two
main conclusions could be derived from our study. In first place,
there is an important proportion of students that fit into the category
of late-adolescents. It is also concluded that being a late-adolescent
affects the academic performance of the students.
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