Proceedings of The Australian Conference on Science and Mathematics Education (2016)

Published: 2017-08-21

Editorial

Susan Rowland
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Keynote Presentations (Abstract)

Graduate employability 2.0: Capabilities and networks for learning, innovation and career development in the digital age

Ruth Bridgstock

1
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The skills and values of inquiry: Realising critical thinking in pedagogy

Peter Ellerton

2
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How much science does an ordinary citizen need to function in modern society?

Toss Gascoigne

3
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What’s your story? Positioning yourself and your students for the future

Jackie Randles

4
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Accrediting outcomes: evidencing the skills necessary for employability

Daniel C. Southam

5
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Abstracts

Mentor Role in research skill development of second year plant science undergraduates

Amanda Able, Fran Doerflinger, Beth Loveys

6
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Assessing critical evaluation skills of undergraduate science students: developing expertise in science communication

Hyab Mehari Abraha, Kay Colthorpe, Kirsten Zimbardi, Louise Ainscough

7
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Good practice guide: Threshold learning outcomes for agriculture

Tina Acuna, Amanda Able

9
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Developing a faculty wide WIL program for science

Tina Acuna, Rebecca Gehling, Nicole Herbert, Susie Haley, Robert Kingsley, Shane Powell, Andrew Seen

11
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Implementing and evaluating online meta-learning communities to encourage the development of learning skills in first year students

Louise Ainscough, Kay Colthorpe, Kirsten Zimbardi

13
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Factors affecting student engagement in self-directed online learning module

Md Abdullah Al Mamun, Gwen Lawrie, Tony Wright

15
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Using Multiple-Choice Questions to Assess Student Acquisition of Scientific Inquiry Skills and Enhance Laboratory Design and Outcomes

Peter Arthur, Martha Ludwig, Paul Attwood

17
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Compulsory work experience for chemistry majors – structure and successes

Celia Barril, Danny Richard Bedgood, Jr.

18
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Professional Recognition for University Science Teachers

Elizabeth A Beckmann

19
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Assuring health and safety learning outcomes for S.M.A.H faculty stakeholders by using a hybrid learning and hurdle assessment pedagogy

Simon B. Bedford, Roza Dimeska, Melinda Chylinski

20
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Maximising the teaching and assessment opportunities for higher education students - data driven decision making for quality assurance purposes

Simon B. Bedford, Rodney Vickers, Emma Purdy, Jan Sullivan

22
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Rasch analysis of exams: A way to document graduate outcomes to employers?

Danny Richard Bedgood, Jr., Yann Guisard, Julia Howitt, Paul Prenzler, Celia Barril, Danielle Ryan

24
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Student perceptions of learning outcomes in mathematics majors

Shaun Belward, Deborah King, Kelly E. Matthews, Cristina Varsavsky

25
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INTRODUCING AUTHENTIC RESEARCH EXPERIENCE AT THE UNDERGRADUATE LEVEL

Jemma Berry, Aaron Beasley, Zoe Baines, Alex Kung, Hayley Taker, Madison Trinder, Elin Gray

27
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Making science graduate capabilities visible improves the student perception of skill acquisition

Fiona Bird

28
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USING MAKERSPACES TO FOSTER AUTHENTIC STEM ENGAGEMENT

Susan Blackley, Rachel Sheffield, Rebecca Walker, Rekha Koul, Nicoleta Maynard

29
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Cerego-an adaptive tool for teaching first year students chemistry. AKA: Students don’t like textbooks

Nathan RB Boase

31
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MATHBENCH Australia: Does it reach the expectations of both biologists and mathematicians?

Prasad Chunduri, Leanne Jill Rylands

32
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MAKING SCIENCE VISIBLE – CONTROL OF BLOOD PH

Irene Delma Clifton

33
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Driving students towards their best- an integrated approach to science reports

Carol Leza Conway, Natalie Lloyd, Kate Sheppard

34
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Communicating the unknown: Using a concept assessment to characterise student misunderstanding

Michelle Coulson

36
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Development of a chemistry critical thinking test: initial reliability and validity studies

Stephen Danczak, Christopher Thompson, Tina Overton

38
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Enhancing engagement in flipped learning across undergraduate science using the flipped teacher and flipped learner framework

Yvonne Davila, Jorge Reyna, Elaine Huber, Peter Meier

40
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Learning together: Group support sessions for pharmacology and their evaluation

Christine A Devine, Sheila Doggrell

42
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How effective are online MATHBENCH modules for improving quantitative skills in the biosciences?

Giovanna Di Trapani, Dianne Josephine Watters

44
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How is science taught? A program-level measurement of how we teach 21st century undergraduates

Michael John Drinkwater

45
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Graduate Learning Attributes in Science: Does Everyone Get the Same Value?

Lucie Dvorakova, Kelly E Matthews

46
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Motivating and engaging students through flexible assessment

Ashley Edwards

48
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Exploring the current teaching and assessment practices of Australian Biochemistry and Molecular Biology academics

Allen A Espinosa, Heather Verkade, Terry Mulhern, Jason Lodge

49
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Teaching Maths Tutors to Teach: Modules, Reflective Practice and Professional Recognition

Lilia Ferrario, Beth Beckmann

50
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AN ALTERNATIVE MODEL FOR MATHEMATICS AND SCIENCE INITIAL TEACHER EDUCATION

Sharon Fraser, Andrew Seen, Kim Beswick, Margaret Penson, Robert Whannell

52
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Science courses for non-traditional students: development of digital literacies to promote learning, engagement and encourage continued studies in science at undergraduate level

Anthea L. Fudge

54
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Investigating the effects of Transforming Laboratory Learning

Stephen Robert Daniel George, Tina L Overton, Christopher Thompson

56
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Analysing student-generated digital media in science

Helen Georgiou, Wendy Nielsen, Yaegan Doran, Annette Turney, Pauline Jones

57
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A tool for shifting from prescription to inquiry in a formal High School education program.

Tom Gordon, Manjula Sharma, Helen Georgiou

59
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Read to succeed: Developing academic and professional stem communication practices

Neela Griffiths, Yvonne Davila

60
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Exploring attitudes towards student – academic partnership in science

Lauren Groenendijk, Kelly E. Matthews, Prasad Chunduri

62
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Will students watch Physcasts if they are not assessed?

Brenton Hall, Birgit Loch, Wayne Rowlands, Emily Cook, Tom Edwards, Rosy Borland

64
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CLIPS: Communication learning in practice for scientists

James Hardy, Rhianna Pedwell, Louise Kuchel, Kay Colthorpe, Susan Rowland

65
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Big student data: “I don’t believe it!” (Luke), “that is why you fail” (Yoda)

Glenn J. Harrison

67
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Female students’ perceptions of science: The role of research experiences in developing self-efficacy

Susan Howitt, Sara Murray, Kathryn White, Mark Stafford-Bell

68
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Development of transferable skills in a low-SES population through peer assisted study sessions

Deanne H. Hryciw, Kathy Tangalakis, Gill Best

69
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Integrating statistics and biology to teach statistics to a disparate cohort using technology

Mitra Jazayeri, Jerry Ka Fung Lai

71
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WIL in science: growing faculty leadership

Elizabeth Dyer Johnson, John Rice

73
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Online, virtual, and adaptive learning environments: improving the journey through large first year chemistry courses

Effie Kartsonaki, Gwen Lawrie, Philip Sharpe, Chantal Bailey

74
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A tale on using technology in a 3-phase approach to learning in the undergraduate laboratory

Tracey Kuit, Suzanne Curtis, James Scifleet

75
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Insights into how students’ ‘selves’ impact on their self-regulation and self-direction in online learning

Gwendolyn A. Lawrie, Chantal Bailey, Joanne Blanchfield, Madeleine Schultz

77
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Evidencing tacit and explicit disciplinary pedagogical content knowledge as signposts of good teaching practice

Gwendolyn A. Lawrie, Chantal Bailey, Bronwin Dargaville, Madeleine Schultz

79
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Teaching transferable skills

Jasmina Lazendic-Galloway

80
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Challenges for students in the transition to communicating as biologists

Osu Lilje, Matthew Pye, Hong-dao Ngyyen, Charlotte Taylor

81
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Early Days of going blended for dental students at James Cook University

Sharron Long, Ernest Jennings

82
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Real-world analogies for student understanding of abstract scientific concepts

Christopher A. Love

84
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Scaffolding laboratory skills

David Low, Kate Wilson

86
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Relationship between mathematical confidence and academic performance, among undergraduate biology students

Nikola S. Markovina, Leon Poladian, Rebeca Le Bard, Rosanne Quinnell

88
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Science communication in 140 characters: use of twitter by STEM students

Jenny Martin

90
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Dynamic, interactive simulations for enhancing student learning

Timothy McIntyre, Anthony Roberts, Margaret Wegener, Juan Carlos Ponce Campuzano, Elise Kenny, Kelly Matthews

92
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Enhancing learning in the laboratory: Identifying and promoting best practice in the professional development of demonstrators

Mauro Mocerino

94
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Bespoke estyle statistical training for Africa: Challenges and opportunities of developing an online course

Miranda Y. Mortlock, Vincent A. Mellor

95
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Can technology-assisted peer learning improve performance and social connections in an undergraduate biology cohort?

Raoul Mulder, Lynette O'Neill, Kristine Elliott, Dawn Gleeson

96
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Student perceptions of the use of online video clips in a mathematics enabling course

Jasmine Ng, Dale Wache, Kung-Keat Teoh

98
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Assessing the relationship between attitudes toward chemistry, chemistry self-efficacy beliefs, and career aspirations of undergraduate chemistry students

Jared Ogunde, Tina Overton, Christopher Thompson

100
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Developing critical thinking in STEM: A proposed tool

Laurence Orlando, Alastair Pearl

102
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MAXIMIZING WIL OPPORTUNITIES FOR SCIENCE STUDENTS

David Overton, Cristina Varsavsky, Deb Corrigan

104
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Grouping mixed ability students matters: A pilot study in physics

Maria B. Parappilly

106
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STEM women branching out: A community initiative at flinders

Maria B. Parappilly, Karen Burke da Silva

107
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The Second Year Slump in Engineering Students at James Cook University

Patrick Henry Peacock

108
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Factors underpinning student perceptions of laboratory experiences

Samuel J. Priest, Simon Pyke

110
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Introducing explicit assessment of research skills in a masters program

Justin Paul Ridge

112
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Learning and Teaching Community of Practice: Enhancing academic engagement for delivering high quality innovative teaching practices in Agricultural science.

Karina M. Riggs, Beth R. Loveys

114
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Content delivery alternatives to lectures that students don’t attend

Catherine C. Rowen

115
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Chemistry teacher content knowledge professional development through partnership

Catherine C. Rowen, Amanda Woods-McConney, Leonie Hughes, Damian Laird

116
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PROFESSIONAL STRIPPING; THE EDUCATION FOCUSSED ACADEMIC ROLE IN THE SCIENCES

Pauline Ross, Hamish Coates, Philip Poronnik

118
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A new type of WIL: Science students draw on their extant work for learning and course credit

Susan Leonie Rowland, Deanne Gannaway, Christine Slade, Robyn Evans, Peter Adams

119
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Assessing the assessments: Evidencing and benchmarking student learning outcomes in chemistry

Siegbert Schmid, Glennys O’Brien, Simon M. Pyke, Madeleine Schultz, Samuel J. Priest, Adam Bridgeman, Daniel C. Southam, Kieran F. Lim, Simon B. Bedford, Ian M. Jamie, Gwen Lawrie

121
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Using concept inventories: can we tell if active learning approaches work?

Manjula D. Sharma, Helen Georgiou

122
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ASELL Schools: Using inquiry-based science investigations

Manjula D. Sharma, Tom Gordon, Vicky Tzioumis, Alexandra Yeung

123
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SELF-AUTHORSHIP TO CREATE AND SHAPE THE IDENTITY OF WOMEN IN STEM

Rachel Sheffield, Susan Blackley, Dawn Bennett, Nicole Fairhurst, Melanie Murakami, Rachel Forman, Yvette Pang

124
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Contract cheating websites: An analysis of prices, services, and persuasive techniques

Wong Kai Sheng, Brooke Whiting, Christine Slade, Susan Rowland

125
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Using technology to develop transferable skills and enhance the laboratory experience in first year chemistry

Dino Spagnoli, Shannon Maisey, Tristan D. Clemons, Nikki Y. T. Man, Siobhan Wills, Isaiah T. Awidi, Mark Paynter

126
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MathBench: improvement of quantitative skills for life science undergraduates via online modules

Cenk Suphioglu

128
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SMARTFARM learning hub: Next generation precision agriculture technologies for agricultural education

Mark Trotter, Amy Crosby, Tieneke Trotter, Tina Acuna, Nadya Rizk, Subhashni Taylor, Sue Gregory, Wendy Fasso

129
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Evolving a community of practice to enhance the pre-service experience of mathematics teachers

Deborah Tully, Leon Poladian, Judy Anderson

131
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PRIOR KNOWLEDGE AND/OR PERCEPTION OF READINESS MAY LEAD TO SUCCESS IN UNDERGRADUATE FIRST YEAR CHEMISTRY

Tania R van den Ancker

132
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Co-teaching in mathematics education: IMSITE project experience

Jana Visnovska, Marzena Dominika Bielinski

133
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An Active Learning, Student-Centred Approach in Chemistry Laboratories: The Laboratory as a Primary Learning Environment

Lara Wakeling, Alison Green, Mani Naiker, Barbie C. Panther

134
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Feedback Analytics - Measuring the impact of video feedback on student learning

Jack Tsang-Hsing Wang, Racehl Chen, Petr Worthy

135
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A non-historical introduction for students to the periodic table

Greg S. Watson, Jolanta A. Watson

137
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Building an atom from scratch using student participation on the lecture theatre stage

Greg S. Watson, Jolanta A. Watson

138
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Communicating physics with physio students

Margaret Wegener, Lucy Thomas, Michael Bromley, Teryn Buna, Behnam Tonekaboni, Will von Witt

140
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Embedding an employability skills framework in to a postgraduate coursework program

Alison White

142
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Electronic laboratory logbooks

Alexandra Yeung, Diana Taylor

144
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Transforming laboratory learning through work integrated learning

Angela Ziebell, Tina Overton, Chris Thompson

145
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Non-refereed Papers

A non-placement authentic simulated work integrated learning project for final year students

Margaret C. Jollands

170
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Refereed Papers

Developing Students' Academic Numeracy Skills: Taking a whole-of-institution approach

Kathy Brady

176
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Preparing future graduates to become lifelong, expert learners: lessons and considerations from a blended engineering mathematics unit

Iwona Czaplinski, Dann Mallet

182
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Why volunteer? What stimulates involvement in a stem peer learning facilitation program?

Christine A. Devine, James Brady, Hayley Moody, Therese Wilson, Yulin Liu, Richard Medland, Sharmila Gamlath, Dulip Herath, Eleanor Dyson, Jennifer Tredinnick, Ian Lightbody

188
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Lack of recall of bioscience knowledge by nursing students

Sheila Doggrell, Sally Schaffer

197
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Investigating the efficacy of flipped learning to promote student engagement and achievement

Ayla Jones, Adam Bridgeman, Siegbert Schmid

202
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How (well) are we assisting our students in becoming 21st century stem graduates?

Timothy Moroney, Iwona Czaplinski, Pamela Burrage, Qianqian Yang

208
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Teaching and evaluating graduate attributes in multimedia science based assessment tasks

Karma L. Pearce, Jessica J. Vanderlelie

215
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Authentic learning experiences in a theory heavy learning context

Jurgen Schulte, Neela Griffiths

226
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Fostering employability skills through the t-shaped student in science, mathematics and medical science

Chris Tisdell

232
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Reasoning with fractions: Supporting pre-service teachers’ learning

Jana Visnovska, Kym Fry

239
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REDUCING THE GENDER GAP IN FIRST-YEAR PHYSICS PERFORMANCE

Kate Wilson, David Low

246
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Abstract (Workshop)

Agriculture: Integrative learning and a new network of agricultural educators

Tina Botwright Acuna, Amanda Able

146
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Biomedical and Biology Education Networks (CUBE + VIBE = BEAN) workshop

Fiona Bird, Tina Hinton, Pauline Ross

147
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The transition of a subject from face-to-face to on-line delivery: the challenges

Hayley E. Bugeja, Dawn Gleeson

148
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Workshop: Enhancing the Training of Mathematics and Science Teachers

Les Dawes, Merrilyn Goos, Geoff Woolcott, Stephen Dinham, Joanne Mulligan

149
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Speed Dating Social Media Connectivity in Higher Education

Mary Sarah-Jane Gregory, Sarah Cresswell

150
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Mathematics Discipline Day

Deborah King, Nazim Khan, Cristina Varsavsky

151
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Utilising enotebooks for teaching and research

Tracey Kuit, Paul Cremin, Alexandra Yeung

152
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Scientific writing: Bridging the gap between year 12 and first year STEM courses

Brijesh Kumar, Colleen Kaesehagen

154
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Communication skills workshop

Jenni Metcalfe, Toss Gascoigne

155
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Chemistry 2016 Discipline Day Meeting

Glennys Anne O'Brien

156
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UTILISING AND DEVELOPING VALID AND RELIABLE QUESTIONNAIRES IN EDUCATIONAL RESEARCH

Mahbub Sarkar, Stephen Danczak, Jared Ogunde, Stephen George, Christopher Thompson, Tina Overton

157
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Assessment of learning outcomes workshop: How do you know that your assessment tasks are effective?

Siegbert Schmid, Glennys O’Brien, Simon M. Pyke, Madeleine Schultz, Samuel J. Priest, Adam Bridgeman, Daniel C. Southam, Kieran F. Lim, Simon B. Bedford, Ian M. Jamie, Gwen Lawrie

158
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ASELL: Use our inquiry slider to --- Slide into inquiry

Manjula D. Sharma, Tom Gordon, Vicky Tzioumis, Alexandra Yeung

159
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Building the capacity of academics to assess higher order skills through improved assessment design

Kathy Tangalakis, Philip MacKinnon, Janet Macaulay

160
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Engaging alumni to support employability and the study-work transition

Jessica J. Vanderlelie

162
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Online Learning for Chemistry - Workshop

Magdalena Wajrak, Ruben Phillips, Alexandra Yeung

163
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