One of the main aims of the mini-projects, from the lecturer's point of view, was to prepare the students for their Year 3 projects. In particular he wanted to develop their awareness of the dificulty of getting results and of the need to set realistic targets. For most students, the main aim of the mini-projects appeared to be the successful completion of the practical task. Consequently there was a tension between the practical aims and the educational aims of these mini-projects. Students were expected to achieve the lecturer's educational aims through their experience of, and reactions on, the dificulties of achieving their practical aims. As a result, most students were acutely aware of the extent to which they had failed in their practical aim. This sense of failure was, to an extent, an inevitable part of the learning process.
The strong negative feelings which went with this failure were less so. One reason for these negative feelings may have been the students' lack of awareness of the extent to which they had succeeded in their educational aims. Recognition of what they had learnt appeared to come with reaection, but the point at which this reaction took place, if at all, seemed very variable. While for some students the stimulus appeared to be the need to make a presentation, for some others it was the act of writing up the work. From interviews it was apparent that in some cases reaction didn't come until after the Year 3 projects had been written up. For some students reaction only took place in response to a direct stimulus, as provided by the interviewer. An opportunity to check their learning against a clearly de"ned and explicit list of objectives might have helped them to recognise the progress which they had made. A number of issues relating
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