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

Table of Contents

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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