Creating ACTIVE Minds in our Science and Mathematics students (2010)

• Preface

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Keynote Presentation (refereed)

• “Data dumping, after the test you forget it all”: Seeking Deep Approaches to Science Learning with Slowmation (Student-generated Animations)

  Garry Hoban

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• The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The Next Chapter

  Simon M. Pyke, Alexandra Yeung, Manjula D. Sharma, Simon C. Barrie, Mark A. Buntine, Karen Burke da Silva, Scott H. Kable, Kieran F. Lim

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Abstracts

• Reflections on Teaching Computational Physics and Applied Mathematics

  Paul C. Abbott

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• ALIUS: Active Learning in University Science - Leading Change in Australian Science Teaching

  Dan R. Bedgood, Mauro Mocerino, Mark Buntine, Daniel Southam, Marjan Zadnik, Simon Pyke, Kieran Lim, Gayle Morris, Brian Yates, Michael Gardiner, Adam Bridgeman

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• Physics Practicals for Engineering Students?

  Ragbir Bhathal

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• Do Our Students Really Know What We Think They Know....and What Can We Do About It?

  James Botten

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• Developing Scientific Literacy for all University Graduates

  Karen Burke da Silva

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• Teaching and Flexible Learning in Science and Entrepreneurship Courses Using Mobile Devices

  Peter Cottrell, Rachel Wright, Lou Reinisch

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• Building a Successful Outreach Program

  Phil Dooley

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• An Intercultural Exploration of Conceptions in Thermal Physics

  Helen Georgiou, Manjula D. Sharma

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• Teaching Instrumental Science Globally Using a Collaborative Electronic Laboratory Notebook

  Brynn Hibbert, Jeremy G. Frey, Rosanne Quinnell, Mauro Mocerino, Matthew Todd, Piyapong Niamsup, Adrian Plummer, Andrew Milsted

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• Question Guided Instructions: a New Tool to Improve Thai Students’ Thinking Skills in the Physics Experiment Class

  Jiradawan Huntula, Ratchapak Chitaree

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• Why do Students Still Bother to Come to Lectures When Everything is Online?

  Jill Johnston, Dale Hancock, Vanessa Gysbers, Gareth Denyer

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• Making Science Relevant: a Faculty-wide Initiative Towards Enhancing the Student Experience Through Authentic Learning Activities

  Susan M. Jones, Ruth Casper, Julian Dermoudy, Jon Osborn, Brian Yates

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• Mapping the Knowledge Structure of Physics

  Christine Lindstrøm, Manjula D. Sharma

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• Threshold Learning Outcomes for Science Graduates: a Progress Report on the Learning and Teaching Academic Standards Project

  Susan M. Jones, Brian Yates

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• Multimedia-based Link Maps – a Preliminary Report

  Nigel Choon Hao Kuan, Manjula D. Sharma

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• Using Creative Assessment Tasks to Engage Students in Learning and Conceptualising the Challenging Content of Biochemistry.

  Simon J. Myers

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• Epistemological Beliefs, Personal Characteristics, and Health-related Behaviours of Students in Health and Human Sciences

  Steve Provost, Stephen Myers, Airdre Grant

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• Integrated Science: An Inquiry Based Interdisciplinary Science Learning Experience

  Pauline Ross

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• Threshold Concepts: Challenging the Way We Think, Teach and Learn in Biology and Science

  Pauline M. Ross, Charlotte Taylor, Chris Hughes, Noel Whitaker, Louise Lutze-Mann, Vicky Tzioumis

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• Supporting Student Learning and Retention in Physics, Chemistry, Mathematics and Computing – An Evaluation of Curtin University's Science Clinics Program

  Elisabeth Settelmaier, Marjan Zadnik

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• Applying the ASELL Framework for Improvement of a First Year Physics Laboratory Program

  Salim Siddiqui, Daniel Southam, Mauro Mocerino, Mark Buntine, Jo Ward, Marjan Zadnik

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• An Investigation into Scientific Literacy Amongst University Students

  Michael West, Manjula D. Sharma, Ian Johnston

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Non-refereed Papers

• Can Creating Podcasts be a Useful Assignment in a Large Undergraduate Chemistry Class?

  Emma Bartle, Nancy Longnecker, Mark Pegrum

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• Undergraduate Research and Inquiry Across a Zoology Curriculum: an Evaluation Through the Lens of External Peer Review

  Susan M. Jones, Paula Myatt

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• Blogging Biology & Podcasting Physics: Authentic Learning via Student Creation of New Media

  Will Rifkin, Nancy Longnecker, Joan Leach, Lloyd Davis

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Refereed Papers

• A comparison of the effectiveness of an interactive, online module versus a laboratory based exercise which introduces microscopy to first year biology students.

  Fiona Bird

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• Collaborative Laboratory for Quantitative Data Analysis

  Adam James Bridgeman, Siegbert Schmid

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• Training Ethical Scientists: Student Views on the Benefits of Using Animals in Learning

  Ashley Edwards, Susan M. Jones

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• Aligning Learning and Assessment Through Adaptive Strategies in Tutorials in Physics at the University of Auckland

  Graham F. Foster

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• Teachers’ Reflections on the Challenges of Teaching Mathematics Bridging Courses

  Sue Gordon, Jackie Nicholas

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• Online Evidence Charts to Help Students Systematically Evaluate Theories and Evidence

  Alex O Holcombe, Hal Pashler

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• Scenario-based MUVE for Science Inquiry

  Michael J. Jacobson, Debbie Richards, Shannon Kennedy-Clark, Katherine Thompson, Charlotte Taylor, Chun Hu, Meredith Taylor, Iwan Kartiko

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• Promoting reflective dialogue through group analysis of student feedback

  Lorna E. Jarrett, Tony Koppi, Damien Field

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• Does a Conference act as a Catalyst for Further Publications and Collaborations? A Pilot Study of a Small Science and Mathematics Education Conference.

  Hazel Jones, Alexandra Hugman

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• Forming groups to foster collaborative learning in large enrolment courses

  Gwendolyn A. Lawrie, Kelly E. Matthews, Lawrence R. Gahan

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• Teaching inductively: games in the tertiary classroom

  David J. Low

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• Feedback in the Sciences: what is wanted and what is given

  Meloni M. Muir, Lorraine M. Ryan, Helen Drury

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• Mapping Science Subjects: A Ground Up Approach

  Glennys O'Brien, Lorna Jarrett, Emily Purser, Christine Brown

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• Does Marcel Marceau Have a Place in the Chemistry Laboratory?

  Karma L. Pearce

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• Measurement uncertainty as a threshold concept in physics

  Anna Wilson, Gerlese Akerlind, Paul Francis, Les Kirkup, Jo McKenzie, Darren Pearce, Manjula D. Sharma

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