Proceedings of the Australian Conference on Science and Mathematics Education (2019)

• Editorial

  1

  • PDF

• Sponsors

  2

  • PDF

• Committees and Reviewers

  3

  • PDF

• A brief history of ACSME: 25 years of making it matter

  4-5

  • PDF

• Keynote Speakers

  6

  • PDF

Abstracts

• Distributed leadership to embed scholarship in STEM teaching teams

  Tina Acuna, Jo-Anne Kelder

  7

  • PDF

• Transforming first year chemistry laboratory assessment to enhance the student experience

  Andrew Allsebrook, Iain Thistlethwaite

  8

  • PDF

• The role of online resources in assessment and self- study

  Karen M Altamore, Tamsin Kelly

  9

  • PDF

• A co-creation research project for determining study preferences and creating study resources

  Hannah Andrews, Angela Joy, Michelle Ruth Coulson

  10

  • PDF

• Student perceptions of effective feedback in psychology

  Helen Aucote, Madeleine Ferrari, Kimberley Mallan

  11

  • PDF

• The AEQ-PhysPrac: A tool to measure students’ emotional engagement with physics practicals

  Aesha Piyush Bhansali, Elizabeth Angstmann, Manjula Sharma

  12

  • PDF

• The “DEFT” Project

  Joel Black, Naomi Borwein, Florian Breuer, Peter Ellerton, Jo-Ann Larkins, Judy-anne Osborn, Malcolm Roberts

  13

  • PDF

• Students’ transition to university life: Learning, lectures and other activities in the first year

  Suzanne Boniface, Amanda Gilbert

  14

  • PDF

• Multidisciplinary lab – Does it work?

  Michael Bowyer, Bill Budd, Michelle Duffy, Clovia I Holdsworth, John L Holdsworth, Timothy Kirkman, Bonnie McBain, Brett Neilan, Liam Phelan, Richard Yu

  15

  • PDF

• A degree for today’s scientists: Demystifying the more-than-single disciplinary journey for students

  Michael Bowyer, Bonnie McBain, Liam Phelan, Mark Quinan, Hollie Tose, Andrew Yardy

  16

  • PDF

• An interdisciplinary approach to foundation study in the Bachelor of Science (Extended)

  Syd Boydell, David Collis, Lisa Godinho, Michelle Livett, Mick Moylan, Daniel Pyke

  17

  • PDF

• Thanks for the feedback: Multiple perspectives in group design processes

  Chris A Browne

  18

  • PDF

• Using student self-assessment to steer feedback

  Klaudia Budzyn, Osuri Manatunga, Nirma Samarawickrema, Elizabeth Davis

  19

  • PDF

• Do students understand how undergraduate research experiences improve their employability?

  Lauren Jane Carpenter, Bindi Nguyen, Susan Rowland

  20

  • PDF

• Collaborative learning positively affects student-student relationships, teamwork and connectedness

  Scott Clarke

  21

  • PDF

• Targeting strategies for success: Factors affecting retention and academic achievement of first year students at The University of Adelaide

  Hilary Coleman, Natalie Williamson

  22

  • PDF

• Extending the boundaries of non-Indigenous science to embrace the cultural curriculum by creating a living compendium of practice

  Rebecca Cross, Rosanne Quinnell, Paul Rhodes, Glenda Wardle, Tina Bell, Alice Motion, Tom Hubble, Zsuzsanna Dancso, Dominic Murphy, Jaime Gongora

  23

  • PDF

• Investigating the Impact of Work Integrated Learning on Science Students’ Professional Identity

  Daniel Peter Czech, Julia Choate, Jessica Jong, Maxine Bonham, Tracy McCaffrey

  24

  • PDF

• Harnessing the power of open-source software for research-integrated learning and assessment

  Yvonne Davila, Aaron Greenville, Brad Murray

  25

  • PDF

• Writing in a ‘popular science’ style: A paradigm shift

  Yvonne Davila, Neela Griffiths, Maurizio Labbate

  26

  • PDF

• Virtual reality for physics education

  John Debs, Paul Wigley

  27

  • PDF

• Quantitative assessments: Encouraging surface learning in introductory physics?

  Thomas Findlay Dixon, Christine Lindstrøm, Elizabeth Angstmann

  28

  • PDF

• What medical laboratory science students say about attending lectures and accessing lecture recordings

  Sheila Doggrell

  29-30

  • PDF

• First year students and research: A constructivist approach

  Calum Downie

  31

  • PDF

• Using online tools to develop numerical competence in block mode teaching

  Calum Downie, Rudi Klein, Pushpa Sinnayah

  32

  • PDF

• Design of worksheets for problem solving- Basic structures which support cognitive and behavioural processes

  Arunee Eambaipreuk, Jeremy Lavielle, Narumon Emarat, Kwan Arayathanitkul, Manjula Sharma

  33

  • PDF

• Situating sustainable development within secondary chemistry education via systems thinking – A Depth Study approach

  Andrew Christopher Eaton, Seamus Delaney, Madeleine Schultz

  34

  • PDF

• “What’s Biochem got to do with it?” Student evaluation of context-based undergraduate biochemistry for health science (CUBHS) instruction

  Katherine Fernandez, Tina Overton, Christopher Thompson, Nirma Samarawickrema

  35

  • PDF

• The stories of women in Australian undergraduate science degrees

  Camilla Rose Fisher, Christopher Thompson, Rowan Brookes

  36

  • PDF

• Education focussed academics of the 21st Century and beyond

  Anthea Leigh Fudge, Karina Riggs

  37

  • PDF

• Investigating the use of Virtual Reality in teaching chemistry to undergraduate students

  Stephen Robert Daniel George-Williams, Elodie Chiarovano, Hamish MacDougall, Peter Rutledge, Reyne Pullen, Siegbert Schmid, Frans A. Verstraten

  38

  • PDF

• Built during construction of a multimodal product

  Helen Georgiou, Wendy Nielsen

  39

  • PDF

• Barriers to effective feedback: Student and Staff perspectives

  Jessica Gibbons, Scott Clarke

  40

  • PDF

• Building scientific skills in first year biology undergraduates

  Dawn Gleeson, Jennifer Fox, Lisa Godinho, Lyn O'Neill

  41

  • PDF

• What makes you say that?

  Tom Gordon, Helen Georgiou, Manjula Devvi Sharma

  42

  • PDF

• Skills reflection in the undergraduate science curriculum: What, why, and how

  Michelle A Hill, Tina Overton, Chris Thompson

  43

  • PDF

• Are we meeting student expectations of a cure?

  Samuel Holland, Justin Ridge

  44

  • PDF

• Enhancing scientific literacy using E-learning tools

  Narelle Hunter

  45

  • PDF

• What does it take to redesign a degree? A case study

  Stefan Gregor Huth, Elizabeth Yuriev, Jennifer L. Short, Laurence Orlando, Michelle P. McIntosh

  46

  • PDF

• Measuring the association between student performance and mathematics support

  Gizem Intepe, Don Shearman

  47

  • PDF

• Cross-disciplinary mathematics support from the students’ perspective

  Deborah Cheryl Jackson

  48

  • PDF

• You can take a horse to water: Reflections on the effectiveness of a teaching development programme for research-focussed staff

  Ian Paul Johnson, Lyn Collins

  49

  • PDF

• Building an interactive online textbook: A tool at our fingertips

  Ranjna Kapoor, Pam Megaw, Vicki Dunk, Harrison Glenn, Kate Miller, David Simcock

  50

  • PDF

• Attitudes and motivations for studying STEM courses and pursuing a STEM career

  Dimitris Karis, Siegbert Schmid, Alice Motion

  51

  • PDF

• The use of mobile devices to improve the practice of scientific thinking and the scientific process

  Michael Kasumovic

  52

  • PDF

• Changes in perceived and experienced challenges and learning strategies throughout the second year transition

  Judit Kibedi

  53

  • PDF

• Harnessing digital technologies to engage students with open investigations in school science

  Srividya Durga Kota, Scott Cornish, Manjula Sharma

  54

  • PDF

• Modelling waves: Integrating technology and model based inquiry in undergraduate physics experiment

  Srividya Durga Kota, Manjula Sharma

  55

  • PDF

• A best practice model for teaching transferable skills in general science degrees

  Louise J Kuchel

  56

  • PDF

• From the inside out – Sticking points and initiative to mobilizing education academics in science

  Louise J Kuchel

  57

  • PDF

• A pilot study on how context-based learning impacts students environmental awareness

  Sara H. Kyne, Christopher Thompson

  58

  • PDF

• How do especially designed worksheets assist students to solve tutorial problems?

  Jeremy Lavielle, Arunee Arunee Eambaipreuk, Vicky Tzioumis, Manjula Sharma

  59

  • PDF

• Weaving webs: Creating instructional interdependency in blended, active learning environments

  Gwendolyn Angela Lawrie, Jeanette Stok

  60

  • PDF

• Digital literacy skills, student interactivity and academic performance in STEM blended course

  Branda Le, Gloria Woods, Jack Wang, Gwendolyn Lawrie

  61

  • PDF

• Assessing first year biology students’ maths attitudes: Does HSC maths foster confidence?

  Rebecca LeBard, Matt Pye, Rosanne Quinnell

  62

  • PDF

• An online resource for evaluating teaching developed by a community of practice

  Rebecca LeBard, Adrienne Torda

  63-64

  • PDF

• Questions as a detective story: good clues, red herrings, and student reflections

  Petr Maximovich Lebedev, Manjula Devi Sharma

  65

  • PDF

• All the world’s a two stage exam: Assessing group research related problem solving in exams

  Timothy Robert Charles Lee, Francesca van den Berg, Matthew Pye, Osu Lilje, Hong Dao Nguyen, Mark de Bruyn

  66

  • PDF

• Perceptions of preparedness for first year chemistry studies

  Elizabeth Wan Theng Leong, Christopher Thompson, Stephen Danczak

  67

  • PDF

• Creative game-based scenario podcasts to improve the learning experience and outcomes for first-year physiology students

  Chris Lillico, Kathy Tangalakis, Rudi Klein, Alan Hayes

  68

  • PDF

• Improving evaluative judgement: Countering the Lake Wobegon effect

  Kieran Fergus Lim

  69

  • PDF

• Pedagogical behaviour in pre-service teachers drops with increasing content knowledge

  Christine Lindstrom, Megan C Engel, Vinesh M Rajpaul

  70

  • PDF

• Knowledge of astronomical scale: Measurement and evaluation

  Christine Lindstrom, Vinesh M. Rajpaul, Megan C. Engel, Morten Brendehaug, Saalih Allie

  71

  • PDF

• Enhancing student short answer question performance using exemplars of varying complexity

  Lesley Lluka, Mark Williams, Prasad Chunduri

  72

  • PDF

• Can 3D printing & cheminformatics enhance student understanding in biochemistry?

  Anna E Lohning, Susan Hall, Shailendra Anoopkumar-Dukie

  73-74

  • PDF

• The Bush Medicine Project: An authentic cross-discipline, cross-course and cross-campus research project as a learning experience

  Benjamin Matthew Long, Lara Wakeling, David Bean, Nina Fotinatos, Andrew Greenhill, Mark Myers, Nicholas Shultz, Simone Louwhoff

  75

  • PDF

• Comparing student cohorts between years in first-year chemistry assessments

  Jacob Rhys Marchant, Simon Pyke, Natalie Williamson

  76

  • PDF

• Effectiveness of enrichment programs in cultivating STEM interest in year nine female students

  Stephanie Mayes, Maria Parappilly

  77

  • PDF

• Co-creating inclusive science curricula with students as partners

  Lucy Mercer-Mapstone

  78

  • PDF

• Prior learning factors impacting success in first year general chemistry

  Anna Miltiadousa Miltiadousa, Deepa Ram, Kieran Fergus Lim, Damien L. Callahan, Madeleine Schultz

  79

  • PDF

• Are students learning what was intended? Evaluating progress using student perception surveys

  Hong Dao Nguyen, Christopher Hammang, Timothy Lee

  80

  • PDF

• The benefits of applying theory in undergraduate biomedical science education: A student’s experience

  Benjamin Petersen

  81

  • PDF

• Investigating the trajectories of academic staff who identify as DBER scholars

  Reyne Pullen, MaryKay Orgill, Manju Sharma

  82

  • PDF

• Name not shame: Empathy and respect in STEMM interdisciplinary units towards diverse cohorts - The transgender student voice

  Matthew Pye, Timothy Lee, Jack Crane, Amy McCarthy

  83

  • PDF

• A walk in the park? Engaging first year biology students through autonomous authentic research experiences and partnerships with industry

  Matthew Pye, Francesca van den Berg, Sophie Golding, Charlotte Taylor

  84

  • PDF

• Breathing life into Haswell’s historic educational zoological collection

  Rosanne Quinnell, Lindsey Jane Gray, Jude Philp, Brittany Mitchell, Momo Newberry, Richard Dimon

  85

  • PDF

• Implementing strategies to engage students across disciplines as partners to support 3D object based learning

  Rosanne Quinnell, Rebecca Plumbe, Michael Rampe

  86

  • PDF

• First steps in realising interdisciplinarity, creativity, empathy and global perspectives in STEM curriculum

  Reva Ramiah, Jonathan Bullen, Joanne Castelli, Chris Rawson

  87-88

  • PDF

• Exploration of students’ representational fluency in translating between multimodal representations of molecule structures

  Paris Renzella, Kim Nichols, Gwendolyn Lawrie

  89

  • PDF

• ICT + RBL + TPCK + UDL + OER = Innovative instructional design for blended undergraduate chemistry courses

  Charisse Tongson Reyes, Gwendolyn Lawrie, Christopher Thompson

  90

  • PDF

• The path to science student leadership at UQ

  Susan Leonie Rowland, Eimear Vallely, Sarah Campbell, Aimee Clarke, Amanda Cooke, Melissa Fitzgerald, Jamie Jones, Lydia Kavanagh, Talia Sellars

  91

  • PDF

• Science Museums as an educator’s tool for learning to teach primary school science

  Megan June Runacres, Christopher Thompson, Tina Overton

  92

  • PDF

• Measuring academic agency in university students

  Izaak Rutenberg, Louise Ainscough, Kay Colthorpe

  93

  • PDF

• Does working in academically diverse groups influence student perceptions?

  Montana Samantzis, Kay Colthorpe, Louise Ainscough, Judit Kibedi

  94

  • PDF

• Assessment literacy: Exploring institutional, teacher and student perspectives

  Nirma Anandi Samarawickrema, Ester Villvanathan, Osuri Manatunga, Klaudia Budzyn, John McInerney, Swati Mujumdar, Maxine Bonham, Christopher Thompson, Elizabeth Davis

  95

  • PDF

• Sessional staff training for improved student experience

  Madeleine Schultz, Lisa Chiavaroli, Jillian M Healy, Siva Krishnan, Kieran F Lim, Janine McBurnie, Tricia Wevill

  96

  • PDF

• Exploring opportunities to integrate systems thinking into chemistry education

  Madeleine Schultz, Seamus Delaney, Joseph Ferguson, Jerry Lai

  97

  • PDF

• Investigating the use of non-digital visual interaction tools in STEM education

  Madeleine Schultz, William Woo

  98

  • PDF

• Promoting team work in undergraduate research projects

  Masha Smallhorn, Narelle Hunter

  99

  • PDF

• How do you define creativity? A qualitative study of undergraduate chemistry students’ perspectives.

  Jue Theng Soo, Stephen Michael Danczak, Alexandra Yeung, Christopher D Thommpson

  100

  • PDF

• Investigating cognitive overload in the undergraduate chemistry laboratory through the lens of decision-making

  Nathan Sos, Chris Thompson, Angela Ziebell

  101

  • PDF

• The science consultancy project – Improving students perceived employability skills through a school placement unit

  Dino Spagnoli, Megan Ellyard, Lauren Moorhouse, Samantha Andrews, Brendan J Waddell

  102

  • PDF

• REDACTED

  Chanel Tattler

  103

• 8 Ways of knowing: Embedding Yunkaporta’s Indigenous framework across the Faculty of Science

  Hollie Susan Tose, Mark Quinan

  104

  • PDF

• Dissecting the tension between ethics and learning objectives: The (virtual) reality of animal dissections

  Francesca van den Berg, Timothy Lee, Hong-dao Nguyen, Osu Lilje, Matthew Pye

  105

  • PDF

• Novel educational ecosystems: The role of connectivity and access to resources shaping the teaching-focused academic landscape

  Francesca van den Berg, Timothy Lee, Hong-dao Nguyen, Osu Lilje, Matthew Pye

  106

  • PDF

• Let’s BEE Scientists: Youth co-creating ecological science on pollinators

  Amelie Mareva Vanderstock, Rebecca Cross, Tanya Latty

  107

  • PDF

• Challenges and opportunities in the new blended learning paradigm

  Sanjay Vasudeva, Kay Colthorpe, Stephen Anderson

  108

  • PDF

• Interweaving interdisciplinary experiential learning with co-building solutions with students

  Viji Venkataramani, Jim Cook, Philip Poronnik

  109

  • PDF

• Characteristics of problem solving in spectroscopy: Productive and unproductive pathways

  Kimberly Vo, Elizabeth Yuriev, Martin Scanlon

  110

  • PDF

• Trial implementation of Microsoft 365 teams and Onenote in teaching chemistry laboratory classes

  Magdalena Wajrak

  111

  • PDF

• Blended delivery of laboratory experiences: Changing roles for education focussed academics

  Jack Tsang-Hsing Wang, Thisun BH Piyasena, Gloria D Woods

  112

  • PDF

• Choose your own adventure: Experiencing research through first-year group projects in data science

  Diana Warren, Samantha Louise Clarke

  113

  • PDF

• The scholarship of transdisciplinary spaces: Art meets science

  Margaret Weneger, Rebecca LeBard, Julie Ayre, Stephanie Beames, Rosanne Quinnell

  114

  • PDF

• Understanding the relevance of science in real life through group projects

  Nirmani Wijenayake

  115

  • PDF

• Student experiences as they journey through blended learning

  Gloria Deborah Woods, Branda Le, Gwendolyn Lawrie, Jack Wang

  116

  • PDF

• Creativity In STEM: Students’ and employers’ perspectives

  Alexandra Yeung, Jesse Mullen

  117

  • PDF

• Using animations to connect macroscopic, sub-microscopic, and symbolic representations of the world

  Elizabeth Yuriev, Trayder Thomas, Tamir Dingjan, Michelle McIntosh

  118

  • PDF

• Understanding the impact of careers focused classes on undergraduate science students

  Angela Ziebell

  119

  • PDF

Refereed Papers

• Exploring the impact of formative feedback and drafts on final marks in a diploma level science report assessment

  Kerry Aitken, Carol Leza Conway

  120-126

  • PDF

• Addressing discrepancies between assumed, expected and actual levels of mathematical competencies: A learning design model of networked partnerships

  Iwona Czaplinski, Dann Mallet, Henk Huijser

  127-133

  • PDF

• Declining enrolments in senior secondary mathematics courses: Staff and student perceptions

  Gregory Stephen Colin Hine

  134-141

  • PDF

• Using learning reflection reports to foster metacognition and deeper learning in science students

  Jasmina Lazendic-Galloway, Juan Fischer, Kate Henkel

  142-148

  • PDF

• The invisible academics

  Karen Elizabeth Mate, Judith Weidenhofer, Josephine Smith, Zoe Yates, Suzanne Evans

  149-154

  • PDF

• Avoiding the science stupidity trap

  Bonnie McBain, Andrew Yardy, Frances Martin, Hollie Tose, Liam Phelan, Ian van Altenaa, Jill McKeowen, Claire Pemberton, Lindsey Fratus, Michael Bowyer

  155-161

  • PDF

• The effect of an interdisciplinary science course on student perceptions of computer programming

  Adam Piggott, Sara Herke, Timothy McIntyre, Michael Bulmer

  162-168

  • PDF

• Exploring primary teacher education students’ self-perception of readiness to teach primary mathematics

  Thuan Thai, Gregory Hine

  169-174

  • PDF

Workshops (Discipline Day)

• ACDS Fellowship: Distributed leadership to embed scholarship in STEM teaching teams

  Tina Acuna, Jo-Anne Kelder

  175-176

  • PDF

• Employment skills for the environmental sciences

  Jo-Anne Chuck, Ian Clark

  177

  • PDF

• Creating great student experiences in biomedical education research

  Kay Colthorpe, Louise Ainscough

  178

  • PDF

• The worlds simplest electric train: a tool for progressive understanding in electromagnetism

  John E Debs

  179

  • PDF

• Chemistry education community of practice discipline day workshop

  Gwendolyn Angela Lawrie

  180

  • PDF

• AIP Physics Education Group (PEG) discipline day

  Jasmina Lazendic-Galloway, Elizabeth Angstmann, Petr Lebedev

  181

  • PDF

• Theoretical frameworks: A means to an end in discipline-based education research

  Reyne Pullen, MaryKay Orgill, Shannan Maisey, Kim Lapere, Grace Constable

  182-183

  • PDF

• Trial implementation of Microsoft 365 teams and Onenote in teaching chemistry laboratory classes

  Magdalena Wajrak

  184

  • PDF

• Beyond rote: Assessing mathematical thinking, not solely results

  Stephen Woodcock

  185

  • PDF