| Pearson sponsored Keynote Speaker |
Professor Richard Gunstone, Professor of Science and Technology Education, Faculty of Education, Monash University
Title: Turning teaching development into research outcomes Abstract: All research has common features. But there are also significant differences in, for example, the nature of knowledge claims that it is possible to make in education research and science research. These differences frame the ways research can be validly conducted in education - and make the notion of "teacher as researcher" a very sensible one. After discussing these issues, this session will give examples of university teachers researching their own classrooms, consider ways in which academics might begin such research of their own, and describe possible research questions that teachers can pursue in their own classrooms. |
| Pearson sponsored Keynote Speaker |
Associate Professor Marjan Zadnik, Department of Applied Physics, Curtin University of Technology
Title: Improving Teaching and Learning in Undergraduate Science: Research and Practice Abstract: Over the past decade, there has been grave concern over decreasing enrollments in the sciences and the high withdrawal and failure rates amongst first year university science students. The closure of a number of departments or their merger into hybrid schools is evidence of this decline. The move from the elite to mass education has also resulted in student intake with considerably wider ranges of abilities and backgrounds. Further pressure has come from universities and employer groups who are wanting the incorporation of lifelong and generic learning skills into the curriculum. Research has shown that traditional methods of teaching science (lectures, laboratories and problem solving tutorials) are not effective in promoting conceptual change and are inadequate or unsuitable for many students. Together with a growing number of colleagues around the world, members of the Physics Education Research and Development Group at Curtin have attempted to address some of these issues by incorporating, or developing and evaluating, innovative teaching practice into their courses. Teaching innovations such as the implementation of the "studio" model are being researched to examine their effectiveness in changing students' understandings of fundamental concepts. These innovations integrate theory, experiment and problem solving activities in a student-centred 'hands-on' learning environment based on constructivist educational theory. Other examples include collaborative peer learning in lectures, workshops to improve the competencies of laboratory demonstrators, and improving science communication skills through student conferences and publishing peer reviewed proceedings. |
| 2000 Award Winner | Robert Davidson, School of Clinical Sciences, Charles Sturt University
Title: MRI Concepts: A new approach to the teaching of magnetic image resonance Abstract: A Committee for University Teaching and Staff Development (CUTSD) grant, a competitive Australian university grant, was received to develop a PC based computer teaching tool. The resultant program has been primarily designed to assist in the teaching of Magnetic Resonance Imaging (MRI) to undergraduate Medical Imaging Technology (MIT) students. MRI is a small component of the MIT degree and is generally introduced towards the end of the course. The teaching of MRI requires the introduction of new concepts not previously addressed in the course. The past focus in teaching has been on MRI physics and imaging principles with little focus on fundamental image characteristics. How various changes to image parameters affect the image characteristics has, in the past, been only assessable in the clinical setting or through non-interactive text based resources. The resultant CD ROM based computer program, MRI Concepts, was designed to enhance the current teaching methodologies and enhance students' understanding of MR image contrast and MR image quality as well as enhance learning of MRI physics and principles. By using MRI Concepts, students are able to access clinical quality images without the requirements of physically attending a clinical site. Students can interactively select various imaging parameters that affect image characteristics of MR contrast and quality. They are then able to objectively and subjectively assess the changes resulting from the use of different imaging parameters. MRI Concepts was initially trialed in 1998. Learning outcomes from the use of this teaching tool were identified and students were informed of these. Students were provided with a CD ROM containing the program and other learning resources. The students were able to access PCs either in allocated tutorial times or at their own convenience. The 1997 year cohort of students, prior to the completion and introduction of MRI Concepts into the curriculum, were tested for knowledge of MRI contrast and quality factors and other MRI principles. The 1998 and 1999 cohorts of students undertook similar tests to evaluate their learning outcomes. Statistical analysis of comparison of the 1997 cohort to the 1998 and 1999 cohort shows improved students' test results. Conclusions can be drawn that these improvements in student learning outcomes have resulted from the use of the teaching program MRI Concepts. Other educational and teaching benefits of this teaching tool will be discussed. |
| Paper | Rebecca Dalton, Roy Tasker, University of Western Sydney, and Ray Sleet, University of Technology Sydney
Title: Research into practice: using molecular representations as a learning strategy in chemistry Abstract: Research in chemical education over the last 20 years has revealed that many students have unacceptable, incomplete or non-existent mental models of chemical substances and processes at the molecular level. This paper investigates the effects of using VisChem molecular-level animations (see http://vischem.cadre.com.au/) to enhance students' images of substances and processes in first year university chemistry. The effectiveness of these animations, and the way they are presented, are examined using a pre- and post-test format, with follow-up interviews of selected students. The pre-test and post-test provide an idea of the sophistication and scientific acceptability of students' images of molecular and ionic substances before and after instruction. A comparison of pre- and post-data reveals significant improvements in students' mental models of these chemical phenomena. In addition to this, data on self-perceptions of students' confidence in their responses and the vividness of their images reveal a significant increase in both aspects following instruction. Interviews were used to probe what students believed to be the main cause of any changes in imagery or confidence. The molecular-level animations were commonly identified as a contributing factor. |
| Paper | Sue Franklin, Alison Lewis and Mary Peat, The University of Sydney
Title: A large-scale evaluation of the effectiveness of educational resources: a research methodology Abstract: The perceived effectiveness of educational resources on the learning opportunities of large groups of first year students within the context of a single biology unit of study was investigated. The resources included traditional materials, and educational multimedia and communications technologies. The research model considered the views of all the stakeholders involved in the delivery of the unit of study (students, lecturers, laboratory teaching staff, technical staff and multimedia courseware developers), in order to investigate the alignment/non-alignment of staff-student perceptions of the resources. An action research methodology was adopted to explore stakeholders' perceptions as they participated in the teaching and learning process from the commencement of the unit of study to its completion. Data of expected and realised use and usefulness of the various resources in student learning were collected using surveys, focus groups and interviews. The outcomes of the overall study will inform other curriculum developments within first year biology courses. The paper will present the research model, discuss why it was chosen and show some of the results associated with the use of educational multimedia and communication technologies. |
| Paper | Peter New, Sandra Britton, Manjula Sharma, Judy Kay, Angela Brew, and Tony Greening, The University of Sydney
Title: Researching the transferability of mathematical skills Abstract: Science students are required to use mathematics, at various levels, in all their science subjects. Certain mathematical skills are essential for success as an undergraduate student, and in the student's future career. An ability to transfer the skills learned in mathematics to other disciplines is expected of both undergraduates and graduates. It is important to discover therefore, whether or not students have this ability. An instrument has been developed to test the transferability of mathematical concepts across various scientific disciplines. The instrument consists of mathematical problems set in various scenarios. The instrument has been trialed with mathematics, microbiology and physics students from higher years. First year students from the different disciplines will be tested using the instrument once it has been refined using the results from the trials. Results of the trial with students from higher years will be presented. The research methodology and the process of developing a useful instrument will be discussed. The results of this research will have an impact on curriculum design and the teaching and learning of mathematics, both within the discipline of mathematics and other disciplines within science. |
| Paper | Ian Clark, Yvonne Zeegers, University of South Australia, and Pat James, University of Adelaide
Title: Using Constructivist Methods to teach senior undergraduate geoscience classes Abstract: This paper will report on two separate but related projects in which we are investigating the application of a constructivist approach to teaching and learning in undergraduate geoscience classes. Traditionally the geosciences have employed a transmission approach to the teaching of subjects such as structural geology & global systems. There is little information in the research literature to indicate that other approaches to learning have been successfully implemented and there is a widely held concern that using a constructivist approach can result in loss of curriculum control. The main part of the paper documents the initial stage of a two-year research project, which focused on using a constructivist approach to teaching and learning. Using this approach we encouraged a class of final year undergraduate students to reflect on their prior knowledge, to record their thoughts, ideas and questions, and to use these reflections to identify and then research a question about the earth system. Qualitative research methods were used and data were collected using a number of strategies such as subject evaluation questionnaires, students' reflective diaries, discussion groups, field notes and participant observation. The initial results of this study that was used to pilot the suitability of the research methods and the teaching methodology will be presented. Reference will also be made to a related study that investigated the change in students' attitudes and interests to aspects of their learning as a result of using constructivist methods in the practical component of a second-year undergraduate structural geology subject. |
| Paper | Judith Pollard and Pat Buckley, University of Adelaide
Title: Do students realise what lecturers are trying to assess? Abstract: Educational research tells us that student learning is driven to a large extent by assessment. Thus many lecturers are making changes to their assessment, to encourage desirable kinds of learning. These changes will be effective only if the students recognize their implications and adopt appropriate styles of learning. In 1996, the Faculty of Science at Adelaide University conducted a review of assessment in the Faculty. Lecturers in undergraduate subjects were surveyed to establish the procedures used to assess students' knowledge and understanding, skills and attitudes, and the relative weighting accorded to these attributes. Responses were received for about 80% of the subjects offered in the Faculty of Science. Most of the questions in the survey were free-response, allowing the respondents to highlight aspects of the question which they find most important. Although these responses are more complex to analyse than those for multiple-choice questions, they can shed light on a range of areas of interest. Student perceptions of assessment were explored by surveying students in their second semester and students who had been at University for at least five semesters. The intention was to paint a broad picture of assessment within the Faculty, rather than to obtain information about specific subjects. Students were given a series of statements about aspects of assessment, and asked to estimate the fraction of their subjects to which those statements applied. They also had the opportunity to give free responses to questions about unfair assessment procedures, and about procedures they thought were effective and fair. The research indicated that whereas lecturers believe that most of their assessment tasks require understanding and critical analysis, students perceive that most of the assessment requires rote-learning. If students believe that assessment tasks require rote-learning, they will prepare accordingly. The next phase in the research is to identify ways of encouraging students to see that their assessment outcomes will be improved by deep learning, and to find ways of measuring changes in their perception. |
| Paper | Simon Barrie, The University of Sydney, Mark Buntine, University of Adelaide, Ian Jamie and Scott Kable, The University of Sydney
Title: APCELL: Developing Better Ways of Teaching in the Laboratory Abstract: Chemistry has been described as the "central science" because its core concepts are essential across a wide range of scientific disciplines. In Chemistry, as with many other science subjects, laboratories are an important element of university teaching and learning. Increasingly however, students are telling us that the laboratory component of their courses is not always interesting or motivating and that, as a learning experience, it could be improved. The Australian Physical Chemistry Enhanced Laboratory Learning (APCELL) project was funded by the Committee for University Teaching and Staff Development (CUTSD) to address this problem by pooling the resources of the participating universities and establishing a 'protocol' for developing and assuring the quality of laboratory teaching experiments. The protocol aids academics in designing (and teaching) an experiment that optimises the laboratory-based student learning experience and outcomes. An important part of the protocol was the use of peer review, where "peer" includes academics and students. The protocol requires the designer or teacher of an experiment to explicitly take account of:
In this presentation we will describe the progress of the project to date and the possibility of broadening the project to other areas of tertiary teaching. For more information, see http://www.apcell.org/. |
| Paper | Marian Dobos, RMIT University
Title: Learning biochemistry in peer groups - a new approach which enhances the student experience Abstract: University teaching of biochemistry has traditionally been based on delivery of the curriculum in lectures and practical classes. We have designed and implemented a new teaching and learning program for the second year biochemistry curriculum. In this program, student-centred learning activities in Peer Groups form a central element of the teaching. Structured discussions, concept mapping and problem solving exercises are performed in Peer Groups managed by the students. These activities enable the students to become active learners and share their understanding of biochemistry, in an alternative setting. Additional sharing of ideas occurs through student-generated materials, WebBoard discussions and seminars. The Peer Group program enables the students to adopt new approaches to learning, achieve greater cognitive engagement with the subject, and enhance their communication and teamwork skills. |
| Paper | Susan Feteris, Richard Gunstone and David Mills, Monash University
Title: Learning in laboratory - research on student and staff perceptions Abstract: The undergraduate science laboratory environment allows individual attention to each student, development and enhancement of diverse practical, planning and communication skills and support of lecture material. Laboratory offers rich learning opportunities to students; hence it is appropriate to investigate staff and students¹ expectations of and reflections on that experience. An investigation of how students learn in laboratory will follow a cohort of Physics students through their first, second and third year studies. A preliminary investigation involved extended interviews with academic staff and post-graduate student demonstrators and identified a range of intended outcomes of laboratory programs. Staff holding strong views have of course influenced the objectives and the implementation of our laboratory programs. A survey of 200 first year Physics students demonstrated a range of views of the purpose of their school laboratory work and expectations for their tertiary studies. Weekly surveys of 80 of that cohort are charting their experiences in our laboratory, their perceptions of the intention and value to them of each activity. Such information allows us to measure the success of our activities and to discover flaws and benefits from the students¹ perspective. In-depth interviews and observations of laboratory classes will follow, with the outcomes of this research expected to identify some of the factors of value to students, recognising their different goals and learning styles. Science laboratory work needs a solid research basis to provide effective learning. |
| Show-and-Tell/Poster | Rebecca Dalton, Roy Tasker, University of Western Sydney, and Ray Sleet, University of Technology Sydney
Title: VisChem: Building mental models of the molecular world using interactive multimedia Abstract: Understanding chemistry involves being able to link what one sees substances doing in the laboratory, to what one imagines is happening within these substances at the invisible molecular level. Only then can these ideas be communicated using abstract symbolism (e.g. chemical formulas), terminology and mathematics. The VisChem multimedia resources (QuickTime animations and video) explicitly link these three levels - the molecular, laboratory and symbolic. Research in chemical education over the last 20 years has revealed that many students have unacceptable, incomplete or non-existent mental models of chemical substances and processes at the molecular level. This problem is considered a major cause of misconceptions in chemistry, and is one reason why many students do not engage with the subject. In this poster session we will demonstrate some of the VisChem molecular-level animations (see http://vischem.cadre.com.au/). However, multimedia resources that promote meaningful learning should require 'cognitive struggle', facilitated through engagement, rather than by passive reception. We will describe how the animations are presented in live teaching contexts, and incorporated into interactive multimedia resources, to build mental models of the molecular world through meaningful 'cognitive struggle'. |
| Show-and-Tell/Poster | Tony Hodge, Murdoch University
Title: Animal use in teaching: Implementation of alternatives Abstract: The use of animals as teaching tools has come under increasing scrutiny. Expanding technology has greatly increased the range of teaching tools available and these are being used to replace animals and increase the breadth of teaching/learning methods. The paper considers the implementation of a computer simulation to replace an animal based practical in an undergraduate unit on animal behaviour. Staff and students involved in the animal behaviour unit were interviewed with the goal of qualitatively evaluating the unit with reference to the changes to the educational outcomes, including animal welfare issues and student motivation. The introduction of computer simulations, to replace animals, requires a clear understanding of the educational outcomes desired and a high level of planning, designed to motivate the students. |
| Show-and-Tell/Poster | Ken Johnson, The Australian National University
Title: Teaching and learning data analysis in a complex environment Abstract: Two problems face courses in science that deal with data and the creation of information: first there is the complexity of the issues to be addressed; second there is the limited applicability of statistical approaches. Where the methodology is 'data making', classically through experimentation, the problem is not serious for the approach of statistics is very valuable. Where the methodology is 'data taking' the issues are different. Data bases are large and rarely samples. Instead they are from the population: remote sensing, climate records, the population census are just a few. In this field the techniques of exploratory analysis and data mining are more appropriate. The problem for education is how to train students to deal with these environments. The presentation discusses a course which explores these issues. It is supported by a poster. A new approach to data analysis and interpretation is necessary. It relates to the processes by which we comprehend our environment and develops analytical methods that are relatively assumption free. It relies heavily on computer aided learning modules and a range of case studies to develop experience. It sets, as a project, the problem of exploring variation in the climate in the longer term. Programs were prepared for the analytical steps and made direct and easy to use so that attention could focus on the tasks of application to the problem, knowledge of the analytical method and interpretation to create and communicate information. |
| Show-and-Tell/Poster | Kieran Lim, Deakin University
Title: IT skills of university students Abstract: There is increasing use of IT for teaching and learning at university, and increasing demand by employers for IT literacy. As the use of computers is becoming more widespread at primary and secondary school levels, there is an assumption that university students are IT literate upon matriculation. The IT (il-)literacy of a 2000 cohort of first-year students has been recently published [Lim and Lee, Aust J Educ Tech, 2000, 16 (3), 215 http://cleo.murdoch.edu.au/ajet/ajet16/res/lim.html]. A survey of the IT literacy of a current (2001) cohort of first-year students will be presented. The educational implications for the use of IT in teaching and learning will be discussed. |
| Show-and-Tell/Poster | Peter Lockwood and Heiko Daniel, University of New England
Title: Flexibility and efficiency in university soil science education: the Oz Soils 3.0 CD Abstract: Based on a 1997 CUTSD grant, we have developed 18 teaching modules for a CD-ROM based interactive multimedia program, called Oz Soils (see http://www.une.edu.au/agronomy/ozsoils.html), which is integrated into the teaching curriculum of internal and external units (Soil Science 220 (internal/external), Geoplanning 211 (internal/external)) at the University of New England to assist students in understanding the fundamental concepts and processes of soil science. Oz Soils incorporates a flexible self-directed learning structure to help achieve this understanding. Other unit resources include a study guide, a practical work book, and on-line quiz modules conducted through WebCT. Oz Soils is making use of interactive animations, still graphics, and text, and includes interactive self-assessment questions. The program can be readily integrated into a range of study areas which require a basic understanding of soil science including areas such as agriculture, forestry, ecosystems management, natural resources, ecology, engineering, mine site rehabilitation, geology, geography and biology. Oz Soils has been extremely well received by students and has been adopted by many Australian university departments which are required to teach aspects of soil science. |
| Show-and-Tell/Poster | David Mills, Charles Don and Susan Feteris, Monash University
Title: Flexible learning - helping first year physics students make the most of an interactive software package Abstract: Physics Concepts and Simulations is a 34 module package for first year science and engineering students which spans introductory physics concepts (Part A) and many standard tertiary level topics in Part B (Mechanics, Waves, Oscillations) and Part C (Electricity, Magnetism, Modern Physics). Its key feature is the level of student interactivity in animated examples, self-review items and virtual experiments using detailed simulations. How it is to be used by students and how it fits with laboratory, lectures, and assessment was a challenge when designing it. When used as an optional resource, most good students used it extensively and found it valuable. The current approach requires all students to do two minor assignments, each on selected aspects of two or three modules, with an emphasis on deeper learning. This has led to a marked improvement in student approaches to learning. |
| Poster | Manjula Sharma, Kathryn Wilson and Rosemary Millar, The University of Sydney
Title: Sustaining teaching development through research: The lead up to a National Teaching Development Grant Abstract: The modification and rejuvenation of existing curricula and teaching styles to include advances in education research can be a daunting process. The School of Physics at the University of Sydney has successfully launched strategies for student oriented learning in large first year classes. One such strategy, the Workshop Tutorials, has been extremely well received. It is based on cooperative grouping and the extensive education research available on students' conceptual understanding in physics. The origin of these Workshop Tutorials is found in specially designed optional remedial-tutorials for students in a large mainstream first year physics class in 1993. Evaluation and analysis of evaluation has provided a method of incorporating research into what is basically a teaching development initiative. The research has in turn sustained and provided data for ongoing support and growth of the teaching development initiative. The Workshop Tutorials provide a rich context to investigate issues in Physics Education Research, resulting in projects being available to students enrolled in Third Year and Honours Physics units. The Workshop Tutorials form the basis of a successful large National Teaching Development Grant involving several Sydney metropolitan universities. In this poster we present the key aspects in the initiation and development of the Workshop Tutorials that led to its success. In particular the pivotal role of research in sustaining teaching development will be discussed. |
| Poster | Chris Stewart, Manjula Sharma, Mary Peat, Charlotte Taylor, Elizabeth May, Rosanne Quinnell, Michael Prosser, The University of Sydney, and Peter Logan, University of Technology Sydney
Title: The HSC Syllabus Changeover and First-year Student Experiences in Physics and Biology Abstract: In this poster we discuss a research project currently underway in the Schools of Physics and Biological Sciences at Sydney University, and the Department of Applied Physics at UTS. We have designed a survey instrument to explore the attitudes, perspectives and approaches of incoming students to their first year physics and biology courses, in order to build a picture of the students' experience of their chosen subjects. Recent changes in the NSW HSC syllabus have prompted us to look for differences in students' responses from 2001 (the final intake of students taught primarily under the old HSC) to 2002 and beyond. |
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