Proceedings of the Australian Conference of Science and Mathematics Education (2013)

• Editorial

  Paula Newitt

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Keynote Presentations (Abstract)

• Professor Brian Schmidt, Nobel Laureate and ARC Laureate Fellow

  Brian Schmidt

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• Professor Ian Chubb – Chief Scientist of Australia

  Ian Chubb

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• Research-led education and student engagement

  Richard Baker

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• 40 years of science education research: The state of play and its application to teaching and learning in tertiary science

  John Loughran

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• Research into practice: Visualising the molecular world using a cognitive learning model

  Roy Tasker

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Plenary Presentation (Abstract)

• Breakthrough moments and failed experiments - The students' view of research led education and what they mean to our institutions

  Sam Backwell, Ellen Rykers, Lillian Smyth, Thomas Sloan, Federico Davila

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Non-refereed Papers

• Good CoP: what makes a community of practice successful?

  Anthony T. Baker, Stephanie Beames

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• Supporting the development of quantitative skills in first year chemistry

  Alison Beavis, Antony Baker

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• Are science students ready for university mathematics?

  Mary Patricia Coupland, Jason Stanley, Layna Groen, Stephen Bush, Stephanie Beames

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Abstracts

• Draft threshold learning outcomes for agricultural science

  Tina Acuna, Jo-Anne Kelder, Peter Lane, Greg Hannan

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• iScience - Preservice teacher journeys through enquiry

  Katherine L. Anderson, Louise Sutherland

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• Supporting transition into first-year chemistry through a communication exercise

  Anthony Baker, Neela Griffiths, Alison Beavis

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• Collaboration: A collective bargain for effective mathematics classroom practice in Nigerian secondary schools

  Iliya Joseph Bature, Bill Atweh

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• Inclusivity: An effective tool for mathematics classroom practice in Nigerian secondary schools

  Iliya Joseph Bature, Bill Atweh

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• The flat earth project: Motivating students to journey across transitions

  Simon B Bedford, Glennys Anne O'Brien

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• Practical forensic chemistry – a team based, student centred approach

  Robert Allen Berthon

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• Blended learning for engineering physics

  Ragbir Bhathal

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• Probing student motivation for studying introductory chemistry at UWA

  Tristan Clemons, Dino Spagnoli, Karina Price, Bob Bucat

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• Shifting the focus: Increasing engagement and improving performance of nursing students in science subjects using face-to-face workshops to reduce anxiety

  Jennifer Cox, James W Crane

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• Work It Out: Enhancing students’ problem solving skills by modelling how to “Work It Out” in a just-in-time learning environment.

  Christine Creagh

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• Early multiple regression analysis of high school sciences examination data: Assessing the impact of laptop use on student performance

  Simon J. Crook, Manjula D. Sharma

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• Revamping the ‘scientific method’: A unifying framework for scientific literacy

  Martin Daly

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• Tutor training to improve first year student transition experience: Focus on graduate attributes

  Yvonne C. Davila, Stephanie Beames, Peter Meier

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• First year university students’ visualization of the submicroscopic world

  Hayden Dickson, Christopher Thompson, Paddy O'Toole

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• Leadership development case study: What chance does an early career academic have in a regional university?

  Nina Fotinatos

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• Contextualising student views: reflection upon entry and exit engagement in a regional biomedical science program

  Nina Fotinatos

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• Innovations in university physics teaching: There’s no silver bullet

  Helen Georgiou, Manjula D. Sharma

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• What motivates a student toward an experimental experience?

  Adam Goor, Daniel Southam, Yujuan Liu, Jennifer Lewis

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• Pop culture influences on tertiary physics enrolments

  Tom Gordon, Chris Stewart, Lindy Orthia, Merryn McKinnon

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• Developing communication skills in a discipline-specific context

  Neela Griffiths

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• Steps toward mastery learning in a first year mathematics service subject

  Layna Groen

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• Early identification of students at risk using online learning activities

  Amanda A. Harper, Caroline J. Aspden, Rasil Warnakulasooriya, William Galen

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• Developing discipline standards for a foundation unit in chemistry

  Katherine Harris, Jackie Reid, Peter Lye

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• The evolution of a multimedia platform: The physclips project

  George Hatsidimitris, Joe Wolfe

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• Developing representational skills through weekly online learning modules for first-year undergraduate physics students

  Matthew Hill, Manjula D. Sharma, Helen Johnston

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• Lectures-no-more: An aid to students in transition?

  Theo Hughes

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• Listening to first year biology students’ experiences of laboratory activities: Identifying properties of learning activities and student learning

  Pam Hurst

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• Development and analysis of scientific argument in oral presentations of undergraduate science students

  Kelly Jackson, Kay Colthorpe, Kirsten Zimbardi, Andrea Bugarcic

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• Mathematical skills program support for mathematics subjects

  Deborah Cheryl Jackson, Elizabeth D Johnson

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• Why don’t they listen to us? Creating a supportive culture for curriculum development

  Elizabeth D. Johnson

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• Champions or helpers: Leadership in curriculum reform in science

  Elizabeth Johnson, Fiona Bird, Jeanette Fyffe, Emma Yench

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• Outcomes and influences: what a science degree means for Australian graduates

  Susan M Jones

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• Good practice guides for the science threshold learning outcomes

  Susan M Jones, Brian Yates, Robyn Yucel, Kay Colthorpe, Susan Rowland, Joan Leach, Elizabeth Johnson, Les Kirkup, Wendy Loughlin

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• Development of mathematical pathways for vet students to articulate to related higher education courses

  Sue Kilpatrick, Robin Sue Barnes, Kim Beswick, Keith McNaught, Irene Penesis, Josephine Balatti, John Roddick, Giles Thomas, Rosemary Callingham, Jane Skalicky, Natalie Brown, Noliene Fitzallen, Bernardo A. Leon de la Barra, Shaun Belward, Karl Sammutt

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• First Year in Maths

  Deborah King, Joann Cattlin, Leon Poladian, Adrian Koerber, Jo Ward

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• Developing students lifelong learning skills

  Tracey Kuit, Karen Fildes

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• Online quizzes improve learning outcomes in undergraduate first-year chemistry

  Kieran F. Lim

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• Combining STEM and LOTE education: the SI Cube

  Kieran Fergus Lim, Fiona MacLeod-Green

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• Recent advances in distance education for physics students

  John M. Long

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• Scaffolding mathematical understanding with mathscasts

  Catherine McLoughlin, Birgit Loch

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• Diagnosing thinking: Demonstrating in undergraduate physics laboratories

  Ruth Mills, Anna Wilson

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• Evaluating the effectiveness of STEM related school-university partnerships

  Jennifer Mosse, Barbie C. Panther

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• Promoting deep learning in a large cohort biology class

  Sham Nair

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• First use of Re:View – a tool to combine assessment tasks, marking criteria and graduate attributes

  Blair Nield, Rose Martiniello-Wilks, Robert Guzowski, Anne Simpson, Najah Nassif

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• A model for expression, development and refinement of critical thinking skills in the biomedical sciences

  Mark O'Brien

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• Translating a context-based life sciences learning model to undergraduate nursing education in the biosciences

  Mark O'Brien, Adam Polkinghorne

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• An evaluation of self-regulated learning strategies in science

  Jennifer Ogiji, Kay Louise Colthorpe, Louise Ainscough

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• Assessing competence in numeracy skills in molecular biology students

  Julian Pakay, Damian Spencer

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• Preparing students for university mathematics through a maths readiness workshop

  Barbie C. Panther, Samantha Black, Jo-ann Larkins

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• Peer review as alearning tool

  Jon Pearce, Michelle Livett, Raoul Mulder, Chi Baik, Ryan Naylor

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• Extending images of mathematical modelling beyond research to pedagogy

  Collin G. Phillips

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• Teaching methods: Where do they fit in? A study into the teaching laboratory

  Reyne Pullen, Brian Yates, Greg Dicinoski, Natalie Brown, Jason Smith

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• Towards a successful transition: Identifying the gap between the expectations of first year science students and teaching staff

  Jackie Reid, Janelle Wilkes

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• Do undergraduate research experiences influence student understanding of the uncertainties inherent in scientific knowledge?

  Pauline Ross, Susan Howitt, Anna Wilson, Denise Higgins, Betty Gill, Philip Poronnik

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• A collective vision for biology teaching in australian universities: academics’ perceptions of key knowledge, skills and standards

  Pauline Ross, Sue Jones, Elizabeth Johnson, Charlotte Taylor, Vicky Tzioumis

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• SaMnet: Academics on a journey

  Manjula Devi Sharma, Will Rifkin, Elizabeth Johnson, Cristina Varsavsky, Stephanie Beames, Simon Pyke, Andrea Crampton, Marjan Zadnik, Kelly Matthews, Sue Jones

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• The idea experiments: Enabling genuine inquiry and design skills in the undergraduate chemistry laboratory

  Christopher D. Thompson, Mary-Rose Carroll, Florence Laibe

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• “Anatomy is fun” – a fact or fiction?

  Krisztina Valter, Alexandra L. Webb

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• Improving the quality of mathematics assessment

  Cristina Varsavsky, Carmel Coady, Deborah King

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• An efficient formative/summative feedback cycle to enhance skills in presentation of practical results

  Heather Verkade

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• Do you kiss your mother with that mouth? An inquiry-driven microbiology undergraduate research experience into the human oral microbiome

  Jack Tsang Hsing Wang, Joshua Daly, Jayee Patil, Roy A Hall, Mark A Schembri, Gene W Tyson, Philip Hugenholtz

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• Concise, interactive e-learning modules for student lecture preparation

  Margaret Wegener, Timothy McIntyre, Dominic McGrath, Cavin Talbot

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• Recognising the development of expert practice in undergraduate research: a TREASURE project update

  Anna Wilson, Susan Howitt, Denise Higgins, Betty Gill, Pauline Ross, Pamela Roberts

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Ideas Exchange

• STAR (Student Transition & Retention) in chemistry – assessing student preparation, performance, challenges and progression in first year chemistry at Charles Sturt University

  Brett Biles, Dan Bedgood, Lisa Thompson

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• The use of worksheets to promote active learning in large lecture classes

  Suzanne Boniface

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• Quiz night review session – A fun way to increase engagement and enhance learning in large classes

  Amy Butler, Narelle Hunter, Karen Burke da Silva

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• Do we really know what students know?

  Belinda Chiera, Malgorzata Korolkiewicz

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• Moving away from content towards to process in second year physics teaching

  Mike Ford, Kendal McGuffie

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• Australian students transitioning through the “lost year” of higher education

  M. Sarah-Jane Gregory, Wendy Loughlin, Glenn Harrison, Jason Lodge, Pauline Ann McDonnell, Jan West, Janine McBurnie, Sharron King

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• Lectures-no-more: An aid to students’ in transition?”

  Theo Hughes

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• Building quantitative skills in science: Students’ journeys in applying mathematics and statistics across the curriculum

  Elizabeth Johnson, Yvonne Hodgson, Cristina Varsavsky

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• Feedback or feedforward: Supporting students with alternate or missing conceptions in chemistry as they transition into tertiary chemistry

  Gwen A. Lawrie, Roy Tasker, Anthony Wright, Glennys O'Brien, Simon Bedford, Chantal Bailey, Christopher Thompson, Hayden Dickson, Tim Dargaville, Madeleine Schultz, Mark William

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• A large-scale undergraduate research project: You can do it and we can help

  Susan L. Rowland, Gwen Lawrie, Kirsten Zimbardi, Jack Wang, Paula Myatt

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• Using videos to improve the student laboratory experience

  Nirma Samarawickrema, Mark Prescott, Barbara Kemp-Harper, Janet Macaulay, Elizabeth Davis

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• I don’t get it – just in time support for confused students

  Donald Shearman, Jim Pettigrew, Carmel Coady, Lyn Armstrong, Harkirat Dhindsa

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Refereed Papers

• Using interactive lecture demonstrations to invigorate chemistry lectures

  Katrina A. Badiola, Kathryn Bartimote-Aufflick, Adam J. Bridgeman, Adrian V. George, Toby S. Hudson, Chiara Neto, Siegbert A. Schmid

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• Facilitating transition for both learners and teachers in the first-year chemistry laboratory

  Anthony T. Baker, Alison D. Beavis

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• Softly, softly: Introducing research-led education into a successful first year course

  Juliey Beckman, Isabelle Ferru, Elizabeth A Beckmann

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• Targeting the bioscience-practice nexus to facilitate learning in first year nursing students

  Suzanne Evans, Charles Berry, Karen Elizabeth Mate

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• Engaging employers, graduates and students to inform the future curriculum needs of soil science

  Damien J. Field, Anthony J. Koppi, Lorna Jarrett, Alex McBratney

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• Examplecasts: The unreasonable effectiveness of webcast worked examples in introductory university physics

  Paul J. Francis

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• A framework for categorising mobile applications in mathematics education

  Boris Handal, Joe El-Khoury, Chris Campbell, Michael Cavanagh

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• Learning, explaining and communicating science with student-created blended media

  Garry Hoban

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• Engaging students in large lectures of introductory biology and molecular biology service courses using student response systems

  Danny Y.T. Liu, Charlotte E. Taylor

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• Students’ experience of the psychology fourth year in Australia

  Frances H. Martin, Jacquelyn Cranney, Kandice Varcin

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• The relevance of chemistry practicals - first year students’ perspective at a regional university in Victoria, Australia

  Mani Naiker, Lara Wakeling, Peter Aldred

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• Participation & transfer of learning between tertiary mathematics, science, and engineering education

  Yoshitaka Nakakoji, Rachel Wilson, Leon Poladian

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• Resource use and study habits in a first-year mathematics service unit

  Leon Poladian, Margaret Barbour, Caleb Kelly

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• The impact of tutor, extract and word on the correct definition of lexically ambiguous words in statistics

  Alice Marion Richardson, Peter Dunn, Rene Hutchins

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• The language barrier: Using concept inventories to teach science to first-year university students

  Jurgen Schulte, Neela Griffiths

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• Stagnation, decline and gender disparity in participation in NSW HSC mathematics and science combinations

  Rachel Wilson, John Mack, Barry Walsh

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Back cover

• Back cover - Mind the gap!

  Tamsin Kelly

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