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Pā’ina: Using the metaphor of a potluck to reimagine a third space for ethical research in Indigenous contexts
Full text linkThis paper delves into the innovative use of the potluck, or pā’ina, as a metaphor to reimagine a research approach aimed at fostering collective understanding between non-Indigenous knowledge seekers and Indigenous knowledge guardians in Indigenous contexts. By embracing the broader context of research, this metaphor strives to create a dialogical, relational, and ethical space for knowledge seekers to engage with knowledge guardians, promoting a reciprocal and respectful relationship. Central to this metaphor is the recognition of the insider/outsider binary and the need to transcend it. Indigenous knowledge is often guarded and restricted, granted access based on relationships and shared experiences. Understanding the complexity of these socio-spatial relationships is crucial for researchers to navigate respectfully. The metaphor also draws from the Oceanic concept of vā/va/wā, signifying the space between entities and the importance of maintaining harmony and balance within relationships. This relational space between the self and the other allows for transformative encounters and meaningful connections. To navigate this third space, researchers must undergo introspective reflexive exercises to understand their situationality and how it influences their research. Knowledge seekers must unsettle their histories, understand context, listen to the stories of others, create shared understanding, and launch new relationships that are centered on respect and reciprocity. Throughout the research process, the metaphor of pā’ina encourages researchers to be active participants, nurturing relationships with communities they seek knowledge from and reflecting upon their role within it. The pā’ina metaphor offers a transformative approach for Western academia to critically examine its historical impact on Indigenous communities and embrace a more respectful and inclusive research paradigm. By centering Indigenous voices and building meaningful relationships, this third space provides an opportunity for collaborative and sustainable research for the benefit of all stakeholders involved.
Year 5 Buddha Triad: Annotated Image
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Diversity in numbers – cultivating a growth mindset for numeracy development
Full text linkDeveloping a solid foundation in quantitative skills (QS, e.g., numeracy, statistics) is essential for students’ academic success. More broadly, numeracy is a core language for understanding and developing critical thinking around current and future challenges in sustainability, artificial intelligence and climate change. However, Australian tertiary QS teaching is often limited to one 100-level unit and between 1-3 units later in the degree (Matthews et al., 2012). This provides little opportunity for vertical scaffolding of QS or even STEM students’ recognition of QS as an essential element of their learning, as QS development is not prioritised in their courses.
The ACDS-funded Diversity in Numbers (DiN) project evaluates an alternative curricular model for numeracy skills development within the science curriculum: scaffolded, course-wide implementation of digital numeracy modules with embedded interactive content and rich automated feedback to maximise learning. Pilot modules have been developed, each focusing on a core QS concept (e.g., statistical testing, unit conversions). Modules are framed around a published article relevant to unit content, with the goal of broadening student awareness of how numbers can be used to explore global diversity. By promoting a culture of inclusivity and diversity, where students can see themselves within the curriculum, we aim to foster a sense of belonging among our diverse undergraduate students, supporting the emergence of an increasingly diverse scientific community.
Preliminary qualitative findings from student focus groups during semester two 2022 will be presented, considering the implications of DiN modules on student engagement and learning, numeracy anxiety and awareness of diversity.
A major finding of this work was that most students in the focus group displayed a fixed mindset to QS, although we did see some variability depending on the context in which students received their school-level mathematics education. While most students could recognise a fixed mindset around maths, leading to anxiety or avoidance of QS, students educated outside the Australian education system were not constrained by this. From these findings, it seems that fostering a growth mindset around QS development is a crucial first step in engaging Australian students with university-level numeracy concepts. We propose that participating in scaffolded QS modules that sit outside the graded curriculum and offer formative feedback may support students to develop a growth mindset towards QS.
REFERENCE
Matthews, K. E., Belward, S., Coady, C., Rylands, L., Simbag, V., Adams, P., Peleaz, N., Thompson, K., Parry, M., & Tariq, V. (2012). The state of quantitative skills in undergraduate science education: findings from an Australian study. Australian Government, Office for Learning and Teaching
Sustainability educator perspectives of impacts, potential and barriers of sustainability education
Full text linkBACKGROUND
Sustainability education has been identified as a way of providing people with the knowledge, skills, motivation and attitudes to live more sustainably, improve wellbeing and help reverse global trends of climate change and biodiversity decline. Despite sustainability being part of the Australian curriculum for over 20 years, many metrics of sustainability are not improving in Australia. For example, Australia still has the worst rate of mammalian extinction in the world and scores poorly for biodiversity conservation.
Sustainability education is recognised as a lever that can lead to improved environmental outcomes and there are calls for education to be recognised as a pillar of sustainability. However, the impact of sustainability education programs is understudied and there is little evidence base for how to create programs that support students to translate knowledge into action. In the study we are presenting, we consulted with sustainability education practitioners to understand their perspectives on current impacts of sustainability education and how to expand those impacts.
AIMS
The study aims to understand these key questions:
How does sustainability education influence attitudes and behaviours around biodiversity conservation and sustainability?
What pedagogies support impactful sustainability education?
What barriers and opportunities are there for education to help create more sustainable communities?
DESIGN AND METHODS
Sustainability education practitioners and advisers were consulted through semi-structured interviews, in a mixture of telephone, virtual and face-to-face modes. The interviews were coded for anonymity and transcribed. Transcripts were uploaded to nVivo and autocoded. Transcripts were also manually coded; both methods were explored in tandem to develop final codes and themes.
RESULTS AND CONCLUSIONS
Nine people accepted the invitation for interview and returned the completed participant information and consent form. Six of the participants were from higher education institutions, the other three participants were from local and state government agencies, and one from a private organisation. Three participants were internationally based. Preliminary analysis suggests that practitioners see the potential of sustainability education to create behaviour change for more sustainable communities. Themes emerged around the importance of experiential, and personally meaningful learning that supports student agency to overcome barriers to behaviour change (e.g., student perceptions of costs and challenges of sustainability action). Better integration of sustainability concepts into formal and community-based education was identified as a lever to expand the impacts of sustainability
Increasing engagement: adding industry and real-life contexts to your labs and workshops
Full text linkBACKGROUND
There is a push to increase the connection of teaching and learning materials to the real world (aka context-based learning or CBL) (Pilot & Bulte, 2006), increasing engagement by having the student work on real world examples as opposed to a theoretical focus. The original desired theories are present but within the lesson, rather than the sole focus (Gilbert, 2006).
If the context within the lessons is industry focused, CBL can also improve workforce readiness as students are more familiar with workplace issues, processes, and communication styles. Connection to industry can be achieved through existing or purposely developed relationships between industry and higher education, or through using those external contexts without participation of a partner.
WORKSHOP
We will provide training on how we approach both the industry focused (partnered and unpartnered) as well as the real-life focused version of CBL in the laboratory and workshops, respectively. As part of the two-hour session, we will first unpack several examples undertaken by the facilitators. During the final hour, we will help people brainstorm CBL ideas for their classes, up to and including helping them plan how to find industry linked resources or contacts into industry for help in developing the lessons.
REFERENCES
Gilbert, J. K. (2006). On the Nature of “Context” in Chemical Education. International Journal of Science Education, 28(9), 957-976. https://doi.org/10.1080/09500690600702470
Pilot, A., & Bulte, A. M. W. (2006). Why Do You “Need to Know”? Context‐based education. International Journal of Science Education, 28(9), 953-956. https://doi.org/10.1080/0950069060070246
Using science communication strategies to close the resource gap in under-resourced schools: A focus on rural schools in South Africa
No full textBACKGROUND
South Africa’s national curriculum (CAPS) encourages an inquiry-based approach to science teaching. However, 80% of public schools lack adequate resources and facilities for effective science learning (Nemadziva, Sexton, & Cole, 2023). This situation has potential to perpetuate educational inequality as the majority of schools are not well-equipped to meet curriculum requirements. While nationwide education reforms are required to address infrastructural deficit in schools, there is need for immediate interventions. Science communication presents a solution to develop cost-effective science learning material for use in under-resourced schools. This study aimed to evaluate if science communication strategies could be used to develop effective inquiry learning material for use in under-resourced schools.
METHODS
The study involved Grade 9 life science classes (students aged 14–16 years) at three secondary schools from a rural district in the KwaZulu-Natal province of South Africa. The design-based research methodology (Crippen & Brown, 2018) was adopted and followed three stages: needs analysis, development of learning resource, and evaluation of learning resource.
RESULTS
A nucleotide blocks model kit was developed and evaluated by the Grade 9 students and teachers at the same schools. Further evaluations were conducted by consulting 5 life science teachers based at urban schools in Durban, South Africa. Results showed that the model kit successfully enabled inquiry-based learning, improved science learning experience, and had measurable value as a teaching/learning aid in under-resourced classroom settings.
REFERENCES
Crippen, K. J., & Brown, J. C. (2018). Design-Based Research. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 490-493). SAGE. https://dx.doi.org/10.4135/9781506326139.n195
Nemadziva, B., Sexton, S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1/2), Article #12819. https://doi.org/10.17159/sajs.2023/1281
The nature of agricultural industry school partnerships: a primary school case study
Full text linkWith severe workforce shortages present across the agricultural supply chain, exploring and improving ways to increase student interest in the sector is paramount (Azarias et al., 2020). Industry school partnerships are one approach used to increase student awareness of, and interest in, careers (Mann et al., 2018; Shergold et al., 2020). Whilst industry school partnerships are not a new concept, limited research seeks to understand these partnerships as a whole system, considering the influence and interconnection between stakeholders (Flynn, 2015; Leonard, 2011). The research we are presenting seeks to theorise industry school partnerships as an ecological system, applying Bronfenbrenner’s (1976) Ecological Systems Theory to this partnership, rather than the developing learner.
This talk will present interview data from teachers and industry partners, and survey data from students, in a case study of an industry school partnership designed to improve year 5 and 6 students’ knowledge of agriculture and aspiration for a career in the sector. By including an incursion and excursion related to electrical energy sources in agribusinesses as part of the physical sciences unit of work for these students, they were exposed to multiple agricultural practices and careers. The data will explore the nature of the partnership including key principles identified by teacher and industry participants and how their objectives were met.
REFERENCES
Azarias, J., Nettle, R., & Williams, J. (2020). National Agricultural Workforce Strategy: Learning to Excel. National Agricultural Labour Advisory Committee, Canberra.
Bronfenbrenner, U. (1976). The experimental ecology of education. Teachers College Record, 78(2), 1-37.
Flynn, M. (2015). Industry-school partnerships: An ecological case study to understand operational dynamics. PhD diss., Queensland University of Technology.
Leonard, J. (2011). Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school. Urban education, 46(5), 987-1010.
Mann, A., Rehill, J., & Kashefpakdel, T. (2018). Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research. Education Endowment Foundation. https://www.educationandemployers.org/wp-content/uploads/2018/01/Employer_Engagement_in_Education.pdf
Shergold, P., Calma, T., Russo, S., Walton, P., Westacott, J., Zoellner, D., & O'Reilly, P. (2020). Looking to the Future: Report of the review of senior secondary pathways into work, further education and training. (1 ed.) Education Services Australia. https://apo.org.au/node/30713
“I try my very best and then I send it to the wizards, who make up numbers”: Science students’ perceptions of (in)effective assessment and feedback practices
Full text linkAssessment and feedback are key concerns for tertiary students, as evidenced by university and national student experience surveys (QILT, 2020). While these large surveys convey the general student sentiment, literature recommends approaches other than surveys to deepen understanding of students' experiences in individual faculties, courses etc. (Berk, 2018). This is particularly important when planning any changes in assessment practices.
Following on from an initial study into students’ assessment and feedback literacy (Wills et al., 2022), we present the second stage of our project aiming to understand students’ experiences and perceptions of assessment and feedback at the University of New South Wales.
From a thematic analysis of semi-structured student interviews, we present several case studies of what science students consider to be effective assessment and feedback in their program.
Some identified themes such as linked assessments, worked answers, and annotated submissions, were found to be effective practices across board. However, for other themes such as the usefulness of formative assessment, rubrics, and positive feedback, students were not in agreement. Resoundingly, students condemned the lack of closure around final exams.
These and other findings will be presented before student suggestions for improvement are discussed, as well as looking to a future assessment co-design with students.
Feedback on final exams:
“…about final exams, it it's like a black box. You know, you answer and you might get, I don't know, 70%. But that means there's 30% you've got wrong and you still want to know why that is…”
Effectiveness of formative assessment:
“I think that often, they're just one or two questions that are about a detail that was unimportant. And the lecture isn't… the lecture content isn’t tested properly.”
REFERENCES
Berk, R. (2018). Beyond Student Rating: Fourteen Other Sources of Evidence to Evaluate Teaching. In E. Roger & H. Elaine (Eds.), Handbook of quality assurance for university teaching (pp. 317–344). London: Routledge.
QILT. (2020). Student Experience Survey. Social Research Centre. https://www.qilt.edu.au/surveys/student-experience-survey-(ses)#report
Wills, S.S, Jackson, K. & Wijenayake, N. (2022). On the same page: Science students' assessment literacy. In Spagnoli, D. & Yeung, A., Proceedings of The Australian Conference on Science and Mathematics Education (pp.76). Perth, Western Australi
Scaffolding laboratory skills for first-year physics majors
Full text linkOne of the core utilities of a physics laboratory program is the acquisition and application of several core ‘laboratory skills’, such as accurate data logging, comparisons of theoretical and experimental data, and handling experimental uncertainties. Physics laboratory programs do not adequately reinforce content (Holmes et al., 2017), therefore, explicitly teaching laboratory skills is as vital as ever. At the University of New South Wales, we have a laboratory program for a small subset of physics students who intend to complete a physics major (approximately 60 of our yearly 1400). This small cohort offers a unique opportunity to efficiently implement adaptable interventions.
In this presentation, we outline the implementation and immediate effects of an explicit scaffolding intervention designed to improve students’ uptake of laboratory skills. Laboratory skills are de-embedded from the laboratory manual and presented as separate learning modules that the students must progress through alongside their labs. The experiments themselves reference the learning modules but the teaching of the skills is now no longer done within the laboratory. Student laboratory submissions are also restructured to require explicit use of the relevant laboratory skills learned thus far.
By presenting the lab skills week-by-week (e.g., proper data taking one week, followed by graphing/curve fitting the following, then uncertainties, etc.), we intend to reduce the cognitive load on the students (Plass et al., 2010); before this intervention, students were confused and overwhelmed when asked to incorporate all the term’s lab skills into each submission. We expect that explicit scaffolding of the laboratory skills as separate modules will improve students’ focus on the weekly relevant laboratory skill and the transferability of their newly gained knowledge.
REFERENCES
Holmes, N. G., Olsen, J., Thomas, J. L., & Wieman, C. E. (2017). Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content. Physical Review Physics Education Research, 13(1), 010129.
Plass, J. L., Moreno, R., & Brünken, R. (Eds.). (2010). Cognitive Load Theory. Cambridge University Press
Knowing what they know is half the battle: Investigating student conceptions of stoichiometry
Full text linkStoichiometry is a core topic in high school chemistry, yet it is often one of the most daunting for students as the extensive range of chemical and mathematical concepts required for understanding make this topic complex and challenging for student learning (Wink & Ryan, 2019; Ramful & Narod, 2014). The long-standing interest in research into student learning has afforded conceptions, misconceptions and alternative conceptions as vehicles through which researchers can investigate student understanding (Taber, 2015; Gilbert & Watts, 1983). Two-tier diagnostic instruments have been used extensively in previous research for this purpose where they have been useful in obtaining data regarding students’ conceptions of the relevant subject matter (Treagust, 1988; Soeharto et al., 2019). This study involved development of a two-tier diagnostic instrument to investigate the interplay between stoichiometry and mathematics. There were four steps to the development and refinement of the two-tier diagnostic instrument: defining the scope of the project, constructing the first tier, obtaining alternative conceptions, and developing the second tier. With multiple refinements during the design phase, the development of the instrument was informed by face validation from ten ‘critical friends’ alongside written responses from both undergraduate and graduate students (n = 24) and think-aloud interviews (n = 12). The final version of the two-tier diagnostic instrument contains 21 items comprising 14 chemistry items and 7 mathematics items. Development of a two-tier diagnostic instrument that addresses two interrelated subject matter areas is a novel application of the two-tier diagnostic approach and the implications of this will be presented.
REFERENCES
Gilbert, J. K., & Watts, D. M. (1983). Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education. Studies in Science Education, 10(1), 61-98.
Ramful, A., & Narod, F. B. (2014). Proportional reasoning in the learning of chemistry: levels of complexity, Mathematics Education Research Journal, 26(1), 25-46.
Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F., & Sabri, T. (2019). A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools. Jurnal Pendidikan IPA Indonesia. 8(2), 247-266.
Taber, K. S. (2015). Alternative conceptions/frameworks/misconceptions. Encyclopedia of Science Education, pp 37-41.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
Wink, D. J., & Ryan, S. A. C. (2019). The Logic of Proportional Reasoning and Its Transfer into Chemistry. It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics, pp 157-171