Proceedings of Scholarly Inquiry into Science Teaching and Learning Symposium (2004)

Keynote Presentations (Abstract)

Towards a second generation of e-learning

Shirley Alexander
- PDF

Non-refereed Papers

Ignoring the web?: Use of learning resources by psychology and biology students

Gail Huon, Branka Spehar, Paul Adam, Will Rifkin
- PDF
Visualising the science of genomics: cognitive and social interactions that promote learning in an online collaborative research project

Kathy Takayama
- PDF
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

Greg Hannan, Frances Martin, Gerry Farrell, Denise Chalmers, Ottmar Lipp, Deborah Terry, Debra Bath, Peter Wilson, Stephen Provost
- PDF
Laboratory-Based Teaching and Learning: Developing Quality Assurance Processes

Ian Jamie, Peter Karuso, Dale Scott, Sharon Fraser
- PDF
Learning Statistics in First Year by Active Participating Students

Shelton Peiris, Tai Peseta
- PDF
Exam script analysis—A powerful tool for identifying misconceptions

Justin Read, Adrian George, Anthony Masters, Mike King
- PDF
Finding the right words - a systematic approach to word selection for a special purpose science dictionary

T. Winchester-Seeto, A.A Jones, H.J Caldon, E. Deane
- PDF
Peer pressure and performance: meaningful team work

Shaun Roman, Eileen McLaughlin
- PDF
An investigative laboratory program in first year chemistry — experience and outcomes

Grainne Moran, Julian Cox, Brenda Tronson, Neil Duffy
- PDF
How do introductory psychology texts present science, and the scientist-practitioner model?

Stephen Provost, Debra Bath, Ottmar Lipp, Frances Martin, Greg Hannan, Peter O’Connor, Denise Chalmers, Gerry Farrell, Peter Wilson, Deborah Terry
- PDF
AUTC Biotechnology Educators’ Network

Will Rifkin
- PDF
The University of Newcastle’s solution to the dwindling number of Science and Engineering students: Enlarge the pool

T.W. Burns
- PDF
Group projects in ecology foster a deep learning approach

Geoff MacFarlane
- PDF

Refereed Papers

A novel, online, interactive, problem-based approach to learning oncology

Laura C. Batmanian
- PDF
Teaching Technology Using Educational Robotics

Andrew Chiou
- PDF
What factors contribute to students’ confidence in chemistry laboratory sessions and does preparation in a virtual laboratory help?

Barney Dalgarno, Andrea G. Bishop, Danny R. Bedgood Jr., William Adlong
- PDF
AUTC Physics Project: Learning outcomes and curriculum development

A. Mendez, M.D. Sharma, B. James, D. Mills, J. Pollard, L. Kirkup, M. Livett, R. Newbury, M. Zadnik, M. Prosser
- PDF
Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations

Valda Miller, Elwyn Oldfield, Michael Bulmer
- PDF
Statistics—worse than a poke in the eye?

Peter Petocz, Anna Reid
- PDF
Science learning environment—outside-class experience: design, evaluation and challenge

Marian W. Radny
- PDF
Students’ perceptions of their understanding in Chemistry 1 for Veterinary Science

Justin Read, Adrian George, Anthony Masters, Mike King
- PDF
Towards conceptual understanding: bringing research findings into the lecture theatre in tertiary science teaching

Pauline M. Ross, Deidre Tronson
- PDF
Developing the courage to be incompetent

Carol J. Steiner
- PDF
A comparison of student usage of traditional verses ICT learning resources in the Life Sciences

Rosanne Quinnell, Elizabeth May, Hilary Lloyd
- PDF

Keynote Presentations (Abstract)

Towards a second generation of e-learning

Non-refereed Papers

Ignoring the web?: Use of learning resources by psychology and biology students

Visualising the science of genomics: cognitive and social interactions that promote learning in an online collaborative research project

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

Laboratory-Based Teaching and Learning: Developing Quality Assurance Processes

Learning Statistics in First Year by Active Participating Students

Exam script analysis—A powerful tool for identifying misconceptions

Finding the right words - a systematic approach to word selection for a special purpose science dictionary

Peer pressure and performance: meaningful team work

An investigative laboratory program in first year chemistry — experience and outcomes

How do introductory psychology texts present science, and the scientist-practitioner model?

AUTC Biotechnology Educators’ Network

The University of Newcastle’s solution to the dwindling number of Science and Engineering students: Enlarge the pool

Group projects in ecology foster a deep learning approach

Refereed Papers

A novel, online, interactive, problem-based approach to learning oncology

Teaching Technology Using Educational Robotics

What factors contribute to students’ confidence in chemistry laboratory sessions and does preparation in a virtual laboratory help?

AUTC Physics Project: Learning outcomes and curriculum development

Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations

Statistics—worse than a poke in the eye?

Science learning environment—outside-class experience: design, evaluation and challenge

Students’ perceptions of their understanding in Chemistry 1 for Veterinary Science

Towards conceptual understanding: bringing research findings into the lecture theatre in tertiary science teaching

Developing the courage to be incompetent

A comparison of student usage of traditional verses ICT learning resources in the Life Sciences

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