Research Focus: Nurturing socio-economically challenged learners' curiosity in chemistry

It is understood that ‘active learning’, in which students participate in their own learning, is effective in developing understanding (Michael & Modell, 2003). Students are likely to engage well in lessons that require participation and that challenge them to develop their understanding through hands-on experience (Koballa & Glynn, 2007). Learning outcomes are enhanced when enjoyment is high. This has been a cornerstone of Liverpool John Moores University’s programme of interventions delivered for the Royal Society of Chemistry project, Chemistry for All (CfA)