| Keynote Speaker |
Professor Shirley Alexander, Professor of Learning Technologies,
The University of Technology, Sydney Abstract: The first generation of e-learning development has been characterised by a high level of experimentation as academics draw upon a range of learning theories to underpin the development of e-learning programs using an ever-increasingly diverse set of tools starting with text alone, but more recently using sophisticated interactive multimedia. But has this experimentation led to the body of knowledge in e-learning that might reasonably have been expected given the high levels of funding devoted to these activities? Or are we simply repeating the same experiments many times over without really building on what has been done before and hence being condemned to forever produce first generation e-learning programs? This paper will address these issues, looking in particular at what questions
have been asked, what theories of learning have underpinned developments,
what has counted as evidence in answering the questions, and what has
been discovered that is of significance in e-learning. Finally, an agenda
will be proposed for a second generation of e-learning development.
|
| 2003 Award Winner | Dr Laura Batmanian, The University of Sydney The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. Title: A NOVEL ONLINE, INTERACTIVE, PROBLEM-BASED APPROACH TO LEARNING ONCOLOGY Abstract: Abstract: Higher education is undergoing major changes in the development and delivery of courses. An example is the introduction of online approaches to teaching and learning in the form of WebCT, the University of Sydney's official delivery tool. This paper describes implementation of pedagogy designed to enhance learning in Oncology, a second year subject in the Bachelor of Applied Science (Medical Radiation Sciences), created by the amalgamation of two cross-disciplinary units of study, Tumour Pathology and Principles of Oncology. Four instructional strategies are described: a) domain specific educational instruction, eg explanatory notes (text/audio hints), self tests in the form of diagnostic exam and evaluation of subject, b) student-centred, problem-based learning dependent on group work to study and solve 6 clinically oriented cases (developed by cross disciplinary team), c) interactive online discussion to support collaboration and communication among students, academic as well as oncologist facilitators and d) a case Proforma which summarises the step-by-step clinical reasoning process to engage the students in the learning process. Implementation of the instructional design is enabled by the selective use of WebCT course management software. An account of the infrastructure used to enhance interactive problem-based learning at undergraduate level is provided. Feedback from students has been extremely positive. |
| Paper | Andrew Chiou, Central Queensland University
Title: Teaching Technology Using Educational Robotics Abstract: In recent years the number of students enrolling in technological based courses have been decreasing. In order to promote and sustain students' interest in these courses, the Faculty of Informatics and Communication at CQU are developing a course curriculum based on educational robotics. The success of this curriculum lies in the very nature of the topic being presented - the concept of robots. The most significant effort have been placed in the development and the running of robotic curriculum to introduce students and teachers at the pre-university and tertiary levels to the world of educational robotics. Extensive effort have been made to ensure that these curriculum represents best practices for teaching and learning that are geared towards allowing students to acquire skills in technological sciences through an engaging and interesting medium of delivery. This is accomplished notably through the introduction of the development, construction and programming of robots. The educational robotics curriculum can be categorised into five distinct activities. These are, robotics workshops; development of educational robotics courses at the pre-university and tertiary levels; and an annual robotics competition. Each of these activities are gradual phases that build up and overlaps from the workshop levels to the competition - each phase introducing more complicated projects and challenges. |
| Paper | Barney Dalgarno, Andrea G. Bishop, Danny R. Bedgood Jr., William Adlong, Charles Sturt University
Title: What factors contribute to students' confidence in chemistry laboratory sessions and does preparation in a virtual laboratory help? Abstract: This paper presents the results of a comprehensive qualitative and quantitative study of the laboratory experience for distance education students. The study gathered data using focus group session, interviews and questionnaires, to determine the factors that impact on the level of confidence of distance chemistry students before and during their first chemistry laboratory sessions at residential schools. As part of the study, students were given the opportunity to prepare for their residential school by carrying out tasks in a 3D virtual laboratory, which was provided on CD-ROM. The virtual laboratory is an accurate representation of the teaching labs that the students attended. The study compared the experience of those students who used the virtual laboratory with those who did not. Further factors considered in the analysis included age, gender and level of prior study/laboratory experience.The levels of confidence and anxiety were found to vary broadly across the cohort. Students felt strongly that a positive relationship with ones lab partner contributes to confidence. In general, students ranked pre-reading of the laboratory manual and textbook, prior study and completing pre-lab questions as most important in contributing to their confidence as they approached the laboratory session. The factors that were considered most important in contributing to students' confidence during practical work were their own preparation for the session, the pre-lab demonstration, the helpfulness of teaching staff and the clarity of instructions in the practical manual. Less than half of the students indicated that they were able to concentrate on the underlying chemistry concepts while undertaking the experiments. Interviews also revealed that a lack of mathematical grounding can detract from students' confidence: they feel that it undermines their ability to progress in chemistryStudents who had used the virtual laboratory before attending residential school ranked it, on average, sixth out of ten factors contributing to their confidence. The virtual lab had no statistically significant effect on improving either the students' confidence or their pre-lab orientation (i.e. ability to identify, locate and assemble apparatus). However, students were generally positive about the value of the virtual lab in contributing to their confidence and reducing their anxiety about practical work. These results are likely to be of interest to lecturers in chemistry and other laboratory disciplines, whether teaching on campus or at a distance. A better understanding of the student laboratory experience is essential to if we are to ensure that students obtain the maximum possible benefit from their laboratory sessions. |
| Paper | A. Mendez and Manju Sharma, University of Sydney, David Mills, Monash University, Les Kirkup, University of Technology, Sydney, Judith Pollard, University of Adelaide, M. Livett, University of Melbourne, Richard Newbury, University of New South Wales and Marjan Zadnik, Curtin University of Technology
Title: AUTC Physics Project: learning outcomes and curriculum development Abstract: The Australian Universities Teaching Commission (AUTC) has funded a project to investigate the teaching and learning outcomes of physics in Australian Universities. The project aims to map current practices and future directions in the broad areas of curriculum pertaining to service teaching and majors, employer satisfaction and industry involvement, and student satisfaction. Informed consent has been obtained from the 34 physics departments or groups in Australian Universities. A survey has been administered with 85% return to date. Interviews with Heads of Departments, employers and graduates, and focus groups with students are planned for the coming months. In this presentation we will discuss the study design, preliminary results and themes emerging from the study. |
| Paper | Valda Miller, Elwyn Oldfield & Michael Bulmer, University of Queensland
Title: Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations Abstract: Students studying science at university are faced with a barrage of diverse courses which are becoming increasingly complex in terms of overlapping and expanding fields within multidisciplinary frameworks. While there is no doubt that contemporary science can be exciting and challenging, teaching the "cutting-edge" of scientific knowledge requires strong foundations, especially for level-one courses. In order to unravel the complexities of the coursework, students are encouraged to test their knowledge, while practising in the language of the discipline, by taking a more active role in their own learning within peer assisted study sessions. These collaborative learning group sessions are currently included in eleven of the first level courses offered by the faculties of Biological and Chemical Sciences and Physical Sciences. Issues involved in providing a productive learning environment in PASS for both students and leaders are reported; in particular, strategies that have been adopted to ensure that both course objectives and student learning can be more closely aligned with progressive assessment of the subject material. Other beneficial outcomes for students attending PASS, namely social induction and participation, deeper learning, engagement with the discipline, and ultimately, better performance are also discussed.Student performance is evaluated by comparing grade distribution or overall class performance for students in pre- and post- PASS courses, as well as for PASS attendees and non-attendees within a course. Student attrition and retention rates are also reported for courses that have more recently incorporated PASS into their curriculum. Qualitative evidence from both students and leaders regarding their perceived value of PASS as a successful learning environment within the course structure is also presented. |
| Paper | Peter Petocz & Anna Reid, Macquarie University
Title: Statistics - Worse than a poke in the eye? Abstract: The majority of students studying statistics are taking a "servicing" course to prepare themselves for a career where statistics will be a professional tool. Many of them find such a course difficult: a recent advertisement put up by someone offering tutoring services began: "If you think statistics is worse than a fork in the eye, then you need help." We have previously reported on conceptions of statistics held by statistics major students (Reid & Petocz, 2002). Here, we extend that study by looking at the views of statistics held by students taking servicing statistics courses in various areas of science. Using an anonymous open-ended questionnaire, respondents were asked to reply to the questions: What is statistics? What part do you think statistics will play in your future studies? What part do you think statistics will play in your future professional work? We have received responses from 120 students, and these are analysed using our previous theoretical framework. Based on the results obtained, we discuss teaching and learning approaches and materials that can help students in such servicing courses to engage with the ideas of statistics and to develop an appreciation for its possible uses in their future professional lives. Reference: Reid, A. and Petocz, P. (2002). Students' conceptions of statistics: a phenomenographic study. Journal of Statistics Education, 10(2). Online at http://www.amstat.org/publications/jse/jse_index.html. |
| Paper | Marian Radny, University of Newcastle
Title: Science learning environment - outside-class experience design, evaluation and challenge Abstract: Traditional university science (physics) teaching is based on the lecture-laboratory/tutorial delivery scheme. The development of a supplementary, outside-class learning environment for science and science-oriented students is described and evaluated (2001-2003, School of Math & Physical Sciences, The University of Newcastle). The design was based on weekly, one-A4-page format, widely distributed bulletin. Topics from history of science, comments on current scientific events, science facts, junk science, movies, books, etc., were presented. The design principle was to confront student's course-based knowledge with their ability to absorb an outside-class message, carry it though and extend it beyond their prescribed degree-program experience. The paper explores the process of developing the bulletin including the selection of topics, message delivery methods, etc. Evidence of student's evaluation of how the designed environment has been successful in meeting its aims will also be presented. The evaluation methods have included:
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| Paper | Justin Read, Adrian George, Mike King and Tony Masters, The University of Sydney
Title: STUDENTS' PERCEPTIONS OF THEIR UNDERSTANDING IN CHEMISTRY 1 FOR VETERINARY SCIENCE Abstract: Students in the CHEM1405 - Chemistry 1 for Veterinary Science - unit of study, from Semester 1, 2003 were surveyed. They were asked (amongst other things) to rate their understanding in nominated areas of Chemistry, and these responses were compared with their performance in the end of semester examination. Analysis of the data sets from each respondent shows that individual's perceptions of their understanding in nominated areas of the unit of study correlated poorly with their performance in those areas. Performance in nominated areas of the unit of study was found to be independent of perceived student understanding in those areas. However, a correlation was found between average perceived understanding and overall examination performance. Reasons for these observations will be discussed, along with the question of whether examination results actually reflect student understanding. |
| Paper | Pauline Ross, University of Western Sydney
Title: Conceptual understanding for all in the teaching of tertiary biology Abstract: Teaching and learning strategies which actively engage students and create meaningful understanding of abstract concepts is a cherished endeavour of teaching and learning in science education. Students' prior expectations, existing schema and conceptions about the topics being taught and their understanding of learning can help or hinder their conceptual development in Biology. The learning style of individuals (e.g. auditory, kinesthetic, visual) also has a large impact on conceptual understanding. Such inherent variability in individual learners in large first year classes is often seen as too difficult a task and yet determining which strategies assist and which limit individual understanding in large first year university Biology classes is required to improve the first year experience. This study reports on a long-term investigation into the effectiveness of teaching and learning strategies, which were developed to cater for individual differences in learning in large first year Biology classes at the University of Western Sydney. The aim of these strategies was to increase the conceptual understanding of abstract concepts of cell metabolism and photosynthesis. Through the use of quantitative and qualitative methodology we have found that a variety of strategies, which mix auditory, kinesthetic, and visualisation through individual, small group work and whole class experience has been the most effective in the development of abstract, conceptual understanding. |
| Paper | Carol Steiner, Central Queensland University
Title: Developing the Courage to be Incompetent Abstract: The expectations of governments, science students, and employers of science graduates seem to be reshaping science education and redefining science work to make them more relevant to industry's needs. But the skills, attitudes, and values required for science work in industry have not been clearly articulated. As a result, science teaching innovations may not be adequately addressing the challenges of preparing science students for a socially significant role in industry. This philosophical paper reports some qualitative research on the characteristics of innovators and then explores the nature of the problem facing science educators interested in nurturing those characteristics in their students. It suggests the desirable characteristics of innovators might be inconsistent with conventional notions of scientific competence. It suggests critical engagement with science's fundamental beliefs and values is called for so that science education can develop scientists' courage to be incompetent. |
| Poster | Bill Blyth & Alexandra Labovic, RMIT University
Title: Increase conceptual mathematical understanding use a Computer Algebra System Abstract: The 1982 Cockcroft report "Mathematics Counts" included almost no algebra in its recommendations for school mathematics. This led to some authors (e.g., Ball 1986) suggesting "It may be that algebra should not be taught formally at all to most pupils.". In the schools and teacher training faculties in the Western world, graphing calculators are widely used in mathematics classrooms and many studies have shown (e.g. Barton 2000) "that when use appropriately these technologies do assist in conceptual understanding without adversely affecting procedural knowledge". Now Computer Algebra Systems, CAS, are used in secondary school systems internationally and in the state of Victoria. At the tertiary level, CAS is usually used for research and sometimes in support mode for teaching. We consider a typical first year, semester two, calculus and linear algebra course and show that the examination is "procedural" and can be done using Maple. We ask why do we require our students to practise manipulative skills when Maple can do it easily and correctly? We've developed Maple worksheets used in the computer lab to address conceptual development: visualization and animation are effective. We discuss our experience with several topics, including Taylor series and convergence, eigenvectors, differential equations and the pendulum. |
| Poster | T.W. Burns, University of Newcastle
Title: The University of Newcastle's solution to the dwindling number of Science and Engineering students: Enlarge the pool Abstract: Over the Last decade there has been a well-documented reduction in enrolments in the science and engineering courses at the secondary tertiary levels of education. People have speculated about the causes of this disturbing international trend, however, up until now, no one has been successful in turning it around. The University of Newcastle has developed two programs that, rather than trying to attract some of the small number of potential students to Newcastle, actually aims to increase the overall size of the pool of suitably qualified and enthused people. The initiatives are known as the SMART (Science, Mathematics And Real Technology) program and The Science and Technology Challenge. SMART is aimed mainly at infants and primary school age students. It uses interactive demonstration-based and multimedia science shows to inspire and engage young minds. The Science Show Off! Competition, a spin-off of the SMART program, provides a forum for school students to present their own science show to large public audiences. The Science and Engineering Challenge is a competitive workshop-style event for year 9 and 10 high school students. Teams are challenged to apply knowledge together with their own experience, creativity, teamwork and analytical skills to resolving realistic engineering and science problems. There is a growing body of evidence that the programs are contributing to an increased enrolment in high school and university science courses. The University of Newcastle, for example, experienced 1 50 per cent increase in enrolments in Science degrees over the past two years and an increase in the University Admission Index for a Science degree from 67.5 to 70.1. This paper overviews the rationale and structure of the programs, and how they both support and enhance the teaching of science. Initial research finding and plans for the future will also be presented. |
| Poster | Greg Hannan, Frances Martin, Gerry Farrell, Peter Wilson, Denise Chalmers, Ottmar Lipp, Deborah Terry, Stephen Provost, and Debra Bath, Southern Cross University
Title: The role of the scientist-practitioner model in the teaching of psychology: preliminary results from the AUTC funded project Learning Outcomes and Curriculum Development in Psychology Abstract: Learning Outcomes and Curriculum Development in Psychology is funded by the Australian Universities Teaching Committee (AUTC). The project will provide the AUTC with a survey of current practices in the undergraduate teaching of psychology, both within designated psychology programs, and in other disciplines such as nursing, education, and business. The project will consider how teaching practices are influenced by models of training and education, and hopes to provide guidelines for best practice based upon this. The dominant model of education and training in psychology AOUs is, the "scientist-practitioner" model. This clearly identifies psychology as a science, with specialist needs for laboratory work and research as core components of the undergraduate curriculum. However, it is also true that psychology departments can be found in almost any faculty structure you care to think of: science, social science, health science, and very often, arts and humanities. We will describe some the results obtained from our initial contacts with members of our "Network Group" in terms of the light then throw on the scientist-practitioner model and its impact on training in psychology, as well as the implications that may emerge for the teaching of science in general. |
| Poster | Ian Jamie, Peter Karuso & Dale Scott, Macquarie University
Title: Laboratory-based teaching and Learning: Developing Quality Assurance Processes Abstract: Students often indicate a preference for experiential learning methods. Within the Chemistry curriculum experiential learning is predominantly found in the laboratory practical exercise. This is generally considered to be fundamental to the student experience in Science education in general and in Chemistry in particular. There is a considerable body of evidence to show that the potential of laboratory-based teaching and learning is not often met. There are rarely mechanisms in place to monitor the effectiveness of laboratory-based teaching and learning. The research that has been conducted in this area shows that more often than not, it does not produce the results that it is assumed to do. The Department of Chemistry at Macquarie University has undertaken a process of review of its laboratory-based teaching program with the aim of developing quality assurance processes that ensure that best practice is achieved in this area. Mechanisms are being developed to make sure that existing teaching materials are of high pedagogical value, that they remain so as the curriculum evolves, and that new academic staff adopt this philosophy from the start of their teaching activities. Training and activities of demonstrators are also being examined to ensure that appropriate procedures are in place to achieve desired learning outcomes in our student body. |
| Poster | Geoff MacFarlane, University of Newcastle
Title: Group Projects in Ecology Foster a Deep Learning Approach Abstract: A third year offering in ecology at the University of Newcastle involved students working in small collaborative groups. Groups designed, conducted, interpreted and presented field-based projects addressing current ecological issues for local environmental management agencies. Communication and group/peer interaction was facilitated during the projects via face-to-face meetings, fieldwork, on-line group discussion forums and electronic file exchange facilities. Presentation of research findings was achieved via posters at a one-day symposium & an on-line virtual conference. Assessment of group projects was achieved via both inter and intra- group peer assessment. The activity has been designed based on Ramsdens (1999) principles of a student-centred approach to learning which aims to create a learning context which fosters a "deep-approach" to learning. Indicators of a deep approach to student learning include an intention to understand, focussing on the concepts applicable to solving problems, empowerment of students to take an active and independent role in their own learning experiences, relating previous knowledge to new knowledge and an internal or intrinsic motivational emphasis. Student feedback via a questionaire and a series of open-ended written responses suggested that when provided with an appropriate face-to face and electronic collaborative learning environment, student experiences reflect characteristics of a deep learning approach. Ramsden, P. (1999). Learning to Teach in Higher Education. London: Routledge Press |
| Poster | Grainne Moran, Julian Cox, Brenda Tronson & Neil Duffy, University of New South Wales
Title: An investigative Laboratory Program in First Year Chemistry - Experience and Outcomes Abstract: A new laboratory program in first year chemistry was introduced in 2003, initially for a class of 200 students, with the aim of fostering collaborative student-centred learning and critical thinking. In the laboratory, students worked in teams, providing input into the design of some experiments and, towards the end of session they undertook a short experimental project. At the same time, the tutorial program was redesigned in order to introduce open-ended questions or questions with no single correct answer. The changes to the program were overwhelming successful, in that 78% of students reported the laboratory component to be either good , or the best thing about the course. While students found the new experimental approach challenging, and even frustrating at times, the tutorial modifications were less successful with 50% of students feeling that this section did not have the appropriate balance between conceptual and practical material. An important component of the change was to align the assessment with the goals of the new laboratory program. A higher proportion of marks was reallocated from lecture-based assessment to laboratory work, with some reduction in syllabus content. New assessment feedback sheets were designed to enable quality feedback to students and to enable demonstrators to provide consistent marks. This feedback mechanism has since been extended to other first year courses. The course was evaluated using an online student questionnaire, which allowed open comments, class visits and debriefing interviews with laboratory demonstrators and tutors. A number of further refinements have been identified, the most important of which is are better structuring of tutorials and more support and training for demonstrators. |
| Poster | Shelton Peiris & Tai Peseta, University of Sydney
Title: Learning Statistics in First Year by Active Participating Students Abstract: There has been a growing attention, especially in the last 10-15 years on the teaching & learning aspects of statistics education (Chance, 2000; Sowey, 1998; 2001; Peiris, 2002a,b). Although the knowledge, training & skills on statistics is welcomed by many employers, many students still find statistics courses both challenging and unappealing. This paper reports on students' experience of learning statistics in a first year unit of study 'MATH1015 (statistics)' at the University of Sydney. Following Reid (1997) who argued that a teacher's approach in a level environment can encourage student learning at a high level, the paper reports on the effects of small-scale curriculum change on students' levels of motivation and engagement with statistics. Drawing on Ramsden (1992), the paper argues for an approach to teaching and learning statistics in ways that are connected to students' experiences of the world. References Chance, B. (2000). Components of statistical thinking and implications for instruction and assessment. Proceedings of the American Educational Research Association. Peiris, M.S. (2002a). Teaching Mathematical Statistic, Scholarly Inquiry in Flexible Science Teaching and Learning, 2002, UniServe Science, UniServe Science, (2002), 85-86. Peiris, M.S. (2002b). A way of teaching statistics: An approach to flexible learning, CAL-laborate, 9, 13-15. Ramsden, P. (1992). Learning to Teach in Higher Education. London & NY: Routledge Sowey, E. (1998). Statistics teaching and the textbook - An uneasy alliance. Proceedings of the Fifth International Conference on Teaching Statistics, Singapore. Sowey, E. (2001). Striking Demonstrations in Teaching Statistics. Journal of Statistics Education, 9(1). |
| Poster | Stephen Provost, Debra Bath, Frances Martin, Ottmar lipp, Greg Hannan, Peter O'Connor, Denise Chalmers, Gerry Farrell, Peter Wilson & Deborah Terry, Southern Cross University
Title: How do introductory psychology texts present science, and the scientist-practitioner model? Abstract: The design of psychology programs in Australian universities is guided by the principles of the "scientist-practitioner" model. According to this model, practicing psychologists are expected to be able to contribute to the creation of knowledge through research as well as utilizing effective, evidence-based, procedures. Accreditation guidelines thus emphasise research-skills development throughout undergraduate psychology programs, and the importance of the honours-level fourth year as a capstone experience for Australian students. The AUTC-funded project, Learning Outcomes and Curriculum Development in Psychology, will provide an analysis of various sources of influence upon undergraduate curricula, curriculum design, and student outcomes. A starting point for this analysis is to examine how the scientist-practitioner model is portrayed within introductory psychology texts, which form the basis for students' understanding of the nature of psychology during their initial contact with the discipline. We will also be considering the treatment of the general nature of science in these texts, since the meaning of the phrase "scientist-practitioner" is not clarifies unless the meaning of the term "scientist' is first known. The results of our initial survey of introductory texts will be provided, along with a description of our intentions to further explore student, staff, and practitioner's epistemological beliefs with respect to science. |
| Poster | Rosanne Quinnell, Elizabeth May, Hilary Lloyd, University of Sydney
Title: Abstract: The use of on-line learning modules is not new within the College of Science and Technology. In the Life Sciences in particular, computer-based materials have been designed and used to simulate dissections, to direct lab-based experiments, to replace tutorials or to assist students to self-assess their learning for close on 15 years. For academic staff, introducing on-line learning modules to support learning is appealing, particularly as these modules can be used to reinforce and/or replace elements of the curriculum. We can easily assess whether students "use" or "don't use", "like" or "dislike" any given on-line module. But the more interesting questions relate to how students are using these resources:
Preliminary analyses of our data show that, across the board, the more traditional teaching modes (e.g. attendance at lectures and practical classes) are the major ways students learn new knowledge and are a reflection of the traditional way units of study are mounted in the sciences. Higher proportions of students in BIOL2002 and BIOL2003, 95% and 100% (respectively) stated that they used one or more of the computer-based modules compared to 75% of students returning surveys for PCOL2002 although the reasons why they were using these resources were found to be similar. On-line learning resources were accessed for exam revision and, to a lesser extent, to both consolidate existing knowledge and gain new knowledge. The on-line modules in the three units of study surveyed were designed to support student learning and data affirm the notion of perception of alignment between students and staff as to the role of on-line learning within the unit curricula. By comparison, the students' own notes taken in lectures and attendance at practical classes were also identified as contributing factors to the consolidation of knowledge. Student peer collaboration was highlighted as a factor that contributes to consolidating existing knowledge but ICT (e.g. email) was rarely used for collaboration. Students in science spend extended periods of time in practical classes working in groups and the results here could be a reflection of this particular learning style and environment. |
| Poster | Justin Read, Adrian George, Mike King and Tony Masters, The University of Sydney
Title: EXAM SCRIPT ANALYSIS - A POWERFUL TOOL FOR IDENTIFYING MISCONCEPTIONS Abstract: A detailed analysis of the exam scripts from the CHEM1405 - Chemistry 1 for Veterinary Science - unit of study, from Semester 1, 2003, has been carried out. This is a semester-long unit of study, covering both inorganic and organic chemistry. Overall, students performed well on this unit of study, suggesting that overall student understanding of the material presented was high. However, a detailed analysis suggests that a number of misconceptions regarding fundamental Chemical principles are still common amongst the students. A number of these misconceptions are identified, as well as methods used to identify them, and some implications for teaching practice are discussed. Such analyses have potential for use well beyond this unit of study, and also beyond this subject domain. |
| Poster | Shaun Roman and Eileen McLaughlin, University of Newcastle
Title: Peer pressure and performance: meaningful team work Abstract: The Bio2010 report by the US National Academy of Sciences1 recommends inquiry-based learning as a way of "sharing the excitement of biology". The report also encourages group projects and the use of current research problems. We have incorporated all these aspects into an intense course operating in the final year of our biotechnology degree. Our course is the last teaching Biotechnology students are exposed to, prior to their entering a work placement programme. The goal of the course is to round off their degrees and utilize the generic skills they have acquired in a team exercise. The course is a full course but is scheduled for 5 weeks at the start of second semester. Thus it is an intense learning (and teaching) experience. For the major assessment task the students are randomly placed in "companies' and asked to address a problem. The problems are current biotechnological problems, predominantly in the area of reproduction. Each student has a unique role to play in the company, as well as participating in the team exercise. The intense learning experience rapidly builds teamwork. Peer pressure is seen in terms of meeting deadlines. A small peer evaluation component is used to help assess student contributions. Electronic feedback indicates that the course is well received. Students who make some contribution perform well and are aware of their contribution. There was a noticeably strong performance from students who had previously had completion issues. 1National Academy of Sciences (2003), Bio2010: transforming undergraduate education for future research biologists, National Academies Press, Washington DC. U.S.A. |
| Poster | Kathy Takayama, University of New South Wales
Title: Visualising the science of genomics: an international online collaborative research project Abstract: How can we engage students in a highly interactive learning experience that is reflective of the practical applications of science? Visualising the Science of Genomics (VSG)* was developed as a unique investigative approach to enable students to experience the thrill of collaborative scientific research in the field of genomics. The primary goal of VSG was to engage students in the dynamic process of scientific inquiry using a multidisciplinary approach. The challenge: to accomplish this within a fully online environment. Research teams composed of students from different countries and various disciplinary backgrounds collaborated on an open-ended project to analyse, hypothesise, and formulate models from, Human Immunodeficiency Virus (HIV) genomic sequences in a highly interactive online platform. The teams faced the challenge of developing their own research question(s) and appropriate methodology for investigation. VSG emphasised the process of investigation, facilitating students' metacognitive awareness of the scientific approach. The VSG project provided not only an inquiry-based approach to facilitate open-ended research, but developed a sense of ownership in students and resulted in the creation of a global online research community through multidisciplinary collaboration.* To visit the VSG interface, please see: http://www.omnium.unsw.edu.au/courses/vsg_2003s1/base/index.php> |
| Poster | Theresa Winchester-Seeto, A.A. Jones, H.J. Caldon & elizabeth Deane, Macquarie University
Title: Finding the right words - a systematic approach to word selection for a special purpose science dictionary Abstract: First year undergraduate science students frequently report difficulties grappling with the technical and semi-technical vocabulary of academic science found in each of several disciplines they are required to study. Such problems are exacerbated when the students come from non English speaking backgrounds, whether they be local or international students. The "Living Dictionary" is being developed by an interdisciplinary team of science educators and linguists to address this problem. It is designed as an online, searchable dictionary, with a sound-bite to give the Australian pronunciation for each word. This is important for NESB students who often cannot connect what is heard in lectures or practicals with the written version of the word. Students frequently report that this lack of connection severely hampers their comprehension of lectures and they often are embarrassed to seek help. This project differs from many subject specific dictionaries or glossaries because the word selection has been rigorously based on the student course materials, thereby ensuring relevance to students. Measures such as how important the word is to clear understanding of concepts, and how many times it is used in one or many different units were employed to determine which of many thousands of words were selected. |
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