Proceedings of The Australian Conference on Science and Mathematics Education (2014)

Published: 2015-02-06

Keynote Presentations (Abstract)

Building realism into the use of MOOCS and flipped classroom

Liz Burd
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The impact of technology in higher education

Barney Glover
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Enhancing courses for employability: Reimagining assessment at the digital frontier

Beverley Oliver
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Using engagement in lectures as an entree for learning

Manjula Sharma
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Plenary Presentation (Abstract)

The impact of technology in higher education

Roslyn Prinsley
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Abstracts

Academic, industry and student perspectives on the inclusion of “vocational knowledge” in a ‘learning and teaching academic standards statement’ for agriculture

Tina Botwright Acuna, Jo-Anne Kelder, Amanda J Able, Glenn McDonald, Yann Guisard, Bill Bellotti, Paul Wormell, Richard Doyle, Holger Meinke
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The development of self-efficacy in first year biology students

Louise Ainscough, Kay Colthorpe, Eden Foulis, Kirsten Zimbardi
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Just for Me Engagement

Lyn Armstrong, Don Shearman, Carmel Coady, Harkirat Dhindsa, John Nicholls, Jim Pettigrew
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‘Inspiring science’ – supporting secondary school science teachers

Alison Beavis, Kendal McGuffie, Shima Baradaran Vahdat, Anthony Baker
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Promoting student’ self-motivation through exploration of self and profession: A pilot study with first-year students

Dawn Bennet, Lynne Roberts, Christine Creagh
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An appraisal of an online tutorial system for teaching and learning of engineering physics in conjunction with contextual physics and mathematics

Ragbir Bhathal
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Leadership can be taught in an undergraduate science course

Rowan Brookes, Susie Ho, Cristina Varsavsky
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Adaptive assessment for differing maths backgrounds?

Ben Brawn, Ben Carter, Andrew Kepert, Judy-anne H. Osborn, Matthew Skerritt
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Engaging Diverse Students: Utilising a series of simple reactions to "experience" chemistry.

Catherine A. Burgess, Alexandra Yeung, Manjula Sharma
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Making the flip: Integrating flipped learning activities into the mathematics curriculum

Stephen Bush
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Analysis of student behavioural patterns in the use of a virtual laboratory: A comparison of cohorts from two different disciplines

Matthew Cheesman, Mark Williams, Prasad Chunduri, Mary-Louise Manchadi, Peter Tregloan
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An evaluation of the impact of 1:1 laptops on student attainment in senior high school sciences

Simon Crook, Manjula D. Sharma, Rachel Wilson
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Enhancing students' learning through a blended learning cycle for engineering mathematics

Iwona Czaplinski, Pamela Burrage, Steve Psaltis, Dann Mallet
Assessment and standards in undergraduate mathematics – part 2

H.Kumudini Dharmadasa, Damien Palmer
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Tertiary students’ engagement in a mathematics support program

Harkirat S. Dhindsa, Lyn Armstrong, Carmel Coady, John Nicholls, Jim Pettigrew, Don Shearman
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Designing a learner-friendly mathematics instruction to enhance problem solving performance

Joseph Dhlamini
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A picture is worth a thousand words: developing a common visual literacy amongst first year chemistry students

Hayden Dickson, Chris Thompson, Paddy O'Toole
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An integrated approach to active learning

Michael J. Drinkwater, Deanne Gannaway, Karen Sheppard, Matthew Davis, Margaret J. Wegener, Warwick P. Bowen, Joel F. Corney
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The use of Digi-Explanations as an innovative, alternative assessment technique suited to the demonstration of complex and simple practical skills for biomedical science students

Nina Fotinatos
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Multichoice: Online voting app for engaged teaching

Michael Gladys, Kye Johnson
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Do students need face to face teaching?

Michael Gladys, John Furst, John Holdsworth, Paul Dastoor, Bruce King
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Inquiry based learning in University school outreach program

Tom Gordon, Manjula D. Sharma, Helen Georgiou
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Engaging first year students through a cross-disciplinary forum

Alison Green, Wendy Wright, Jo-ann Larkins
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Investigating factors that support and challenge in implementing authentic research experiences for undergraduates

Matthew A. Green, Gwen Lawrie, Paula Myatt, Rhianna Pedwell, Jack Wang, Pete Worthy, Kirsten Zimbardi, Susan Rowland
Scientific representational fluency: Defining, diagnosing and developing

Matthew Hill, Manjula D. Sharma, Helen Johnston
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Engaging students in explaining and representing pharmacology by creating blended media

Garry Hoban, Christopher Hyland, Wendy Nielsen
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Trialling criterion-referenced marking in an undergraduate statistics unit

Karen Hogeboom, Dianne Atkinson
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Outcomes of altered teaching strategy in first year physics instruction

John Holdsworth, John Furst, Michael Gladys, Bruce King
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FARLabs: Enhancing student engagement via remote laboratories

David Hoxley, Guido Catennazi, Callum Anderson, Philip Pawlowski, Andrew McDonald, Cathal O'Connell, Paraschos Atsikidis, Paul Pilgram, Brian Abbey
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Identifying troublesome knowledge to strengthen mathematics support

Deborah Cheryl Jackson
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Enhancing student engagement in science and information technology: A collaborative approach

Kanchana Jayasuriya, Sandra McKechnie, Grace Tan
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Factors influencing student decision on senior secondary school mathematics subjects and subsequent effect on university studies

Michael Jennings, Merrilyn Goos, Peter Adams
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The science threshold learning outcomes: a ‘student-friendly’ version

Susan M. Jones, Niall Doran, Alastair Richardson, Brian F. Yates
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Assessments: an open and closed case

R. Nazim Khan
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Applying the cognitive theory of multimedia learning to the design of pharmacology learning resources

Chau Khuong, Elizabeth Davis, Wayne Hodgson
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The link between mathematics engagement and personality

Lisa Kim, Carolyn MacCann
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Communication in Undergraduate Science - What are we doing?

Louise J. Kuchel, Sarah K. Stevens, Lucy Mercer-Mapstone, Bianca Zou
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How students perceive their attitudes towards the environment

Udan Kusmawan
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Adaptive self-assessment modules used as a diagnostic tool for threshold concepts

Brian F. Landrigan, Linda Agnew, Lily Pereg
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Review and reflection – engaging first year mathematics students as self-reflective learners

Jo-ann M. Larkins
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Laying out a learning smörgåsbord in chemistry: tempting students into finding their own recipe for success.

Gwen A. Lawrie, Aaron Micallef, Chantal Bailey, Md Abdullah Al Mamun, Anthony Wright, Madeleine Schultz, Tim Dargaville, Roy Tasker, Mark Williams, Simon Bedford, Gelnnys O'Brien, Hayden Dickson, Christopher Thompson
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A model of investigative project work to teach research skills to students studying advanced human physiology and lead them into a culture of professional practice

Louise A. Lexis, Brianna L. Julien
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Developing independence in pre-transition students through hybrid learning environments

Danny Y.T. Liu, Charlotte E. Taylor
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Evaluating undergraduate, laboratory-based learning experience in pharmacology

Hilary Lloyd, Tina Hinton, Alexandra Yeung
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Testing a model for identifying nursing and paramedic students’ risk in level 1 human bioscience

Patricia A. Logan, Jennifer L. Cox, Sharon Nielsen
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How much high school maths do students need to succeed at university physics?

Andrew D. Mackinnon, Judith Pollard
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How using criteria sheets in a first year mathematics course has led to an improvement in the students’ ability to communicate mathematics

Margaret F. Marshman
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Do science students graduate knowing what they know and don’t know: The case of quantitative skills

Kelly E. Matthews, Peter Adams, Merrilyn Goos
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Running virtual reactions: A reaction predictor app for teaching organic chemistry

Peter F. N. Monaghan, Simon B Bedford
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Bridging the gap: Face-to-face or online?

Peter F. N. Monaghan, Joshua D. Santos, Simon B. Bedford
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Engaging teachers of the future through ‘opening real science: Authentic mathematics and science education for Australia’

Joanne Mulligan, John Hedberg, Quentin Parker, Katherine Stewart, Ming Ming Diao, Carmel Coady
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Creating a motivating and engaging curriculum by sharing the cognitive load

Glennys A O'Brien, Simon B. Bedford
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Concrete thinking in chemistry for engineering students

Glennys A O'Brien, Simon B. Bedford
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Self-regulated learning of undergraduate biomedical science students

Jen Ogiji, Kay Colthorpe, Louise Ainscough, Kirsten Zimbardi, Stephen Anderson
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Effect of assessment media on student performance in histology identification tasks

Suzanne Ollerenshaw, Diana J. Oakes, Helen E. Ritchie
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Improving student learning and engagement in stem disciplines using team-based learning

Maria B. Parappilly, Samantha De Ritter, Lisa Schmidt
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Impact of student approaches to ALURE: 'Swimming lessons' in the undergraduate laboratory

Rhianna Pedwell, Matthew Green, Gwendolyn Lawrie, Paula Myatt, Jack Wang, Peter Worthy, Kirsten Zimbardi, Susan Rowland
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Designing interactive tools that engage mathematical learners

Jim Pettigrew, Donald Shearman
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Supporting botanical literacy in the undergraduate science curriculum and beyond with a 71 bespoke campus app

Lachlan Pettit, Matthew Pye, Xiaolong Wang, Rosanne Quinnell
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Inspiring mathematics and science in teacher education: project update

Leon Poladian
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Students’ knowledge of the nature of science, epistemological beliefs, approaches to studying, and academic performance

Steve Provost, Frances Martin
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Comparing the effectiveness of teaching methods with different types of experiments in the chemistry laboratory

Reyne Pullen
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Impact of student approaches to learning on both their experience and their performance in problem solving workshop classes: a pilot study

Simon M. Pyke, Chantelle Porter-Dabrowski, Natalie M. Williamson
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Approaches to study and conceptions of biology: Differential outcomes for generalist and vocational degree students

Rosanne Quinnell, Elizabeth L. May, Mary Peat, Yvonne C. Davila
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Educational adaptation and evolution: A case study in microbiology

Gerry M. Rayner
Scientists and mathematicians in schools

Camille Rogers
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Certainty, creativity and chaos: key ingredients in complex curriculum design in the sciences

Pauline Ross, Susan Howitt, Philip Poronnik
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Supporting engagement or engaging support?

Leanne J. Rylands, Don Shearman
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Pre-laboratory videos enhance student preparation and confidence

Nirma A. Samarawickrema, Janet O. Macauley, Mark Prescott
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The workplace: What does employability mean for science and mathematics graduates?

Lisa Schmidt, Dawn Bennett, Philip MacKinnon, Marian Thakur, Hamish Coates, Sarah Richardson, Charlotte Brack, Philip Poronnik
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How does team-based guided inquiry learning improve student engagement?

Puspha Sinnayah, Daniel Loton, Joseph Rathner, Peter Hartley
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Taking it to the students: The efectiveness of embedding chemistry drills into residential college study sessions

Erica J. Smith, Janelle Wilkes
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Research-led education and research careers: the role for social engagement

Lillian Smyth, Frederico Davila, Thomas Sloan
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Computer-mediated communication as a vehicle for learning: Engaging with students online

Daniel Southam, Cassandra Paxman, Lise Fouche
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Just-in-time information and support for first year biomedical students

Donnalee B Taylor, Glenn J Harrison
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Comparison of effectiveness of several peer learning programs to support 1st year chemistry

Kim Taylor, Tamsin Kelly
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Making lab 'pre-work' work

Holly E. Trowland, John O'Byrne, Helen Johnston
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Investigating first-year chemistry students perception of the relevance of practicals at the University of the South Pacific, Fiji

Lara Wakeling, Mani Naiker, Romila D. Gopalan, Tevita Voro
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Supporting student engagement and transition through undergraduate research experiences in microbiology

Jack T.H. Wang, Rhianna Pedwell, Hanisah Hasan, Jayee Patil, Susan L. Rowland
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Mathematics background and early performance of a sample of first year chemistry students

Dianne J. Watters, Wendy A. Loughlin, Christopher L. Brown, Peter R. Johnston
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Integrated, concise, mobile and interactive: adapting e-learning modules to different disciplines and contexts

Margaret J. Wegener, Timothy J. McIntyre, Catherine Holmes, Dominic McGrath, Gwen Lawrie
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Quantitative skills in the first year science curriculum: Reflections on a collaborative journey

Janelle Wilkes, Jackie Reid
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A tool for helping educators evaluate the level of inquiry in laboratory activities

Alexandra Yeung, Manjula D. Sharma, Scott H. Kable, Louise Sutherland
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Are students reading my feedback? Using a feedback analytics capture system to understand how large cohorts of biomedical science students use feedback

Kirsten Zimbardi, Andrew Dekker, Andrea Bugarcic, Kay Colthorpe, Prasad Chunduri, Judit Kibedi, Lesley Lluka, Craig Engstrom, Peter Worthy, Phil Long
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Non-refereed Papers

A study of faculty development programs in India to improve student engagement

Chhavi Rana, Sanjay K. Jain
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Refereed Papers

The role of model-based inquiry in supporting students’ conceptual understanding

Romklao Artdej, Pannida Meela, Sunate Sriboonlert
Teachability: It's harder to teach a young dog new tricks

David J. Low, Kate F. Wilson
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Teach to learn: using new technologies to support agriculture undergraduates in biology

Melissa Martin, Brian Jones, Matthew Pye, Rosanne Quinnell
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Demand evidence and think critically: Building research excellence in tomorrow’s scientists

Suzanne Munns, Lisa Chilton
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Achieving greater productivity with a peer writing group

Paula Myatt, Ashley Edwards, Fiona Bird
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Maths is a strong predictor of stem attainment in first year university

Yoshitaka Nakakoji, Rachel Wilson
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Undergraduate creators of video, animations and blended media: The students' perspective

Karma L. Pearce
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Putting the professional into practice-based learning

Jurgen Schulte, Neela Griffiths
The student perspective in developing graduate attributes through problem-based learning in first year agricultural science

Daniel K. Y. Tan, Antony Koppi, Damien J. Field
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Ideas Exchange

Work Integrated Learning – A stocktake of practice in Australian universities

Daniel Edwards
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Practical examinations in science laboratory classes: Fossils from the past or assessment tools of the future?

Stefan G. Huth
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Communication in undergraduate science - how can we better engage students?

Louise Kuchel, Lucy Mercer-Mapstone
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Motivating students and improving engagement in biology units using online QS modules

Leon Poladian, Cenk Suphioglu, Vilma Simbag, Shaun Belward, Yvonne Hodgson, Prasad Chunduri, Lesley Lluka, Jenny Di Trapani, Dianne Watters, Carmel Coady, Jo-Anne Chuck, Juiie Markham
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Articulating your own pedagogical content knowledge

Madeleine Schultz, Gwen Lawrie
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Enhancing student understanding of mathematical concepts through the development of estimation skills with the QAMA calculator

Stephen Sugden, Iwona Czaplinksi
Engaging students in the nature and process of science: Embedding TLO 1 'understanding science' in your subject

Robyn Yucel
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