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Explicit teaching of models to enrich physical science learning
Get PDFGood teaching inducts students into science as a human endeavour and demonstrates that scientific knowledge arises from a process of model construction, testing and review. The historical evolution of scientific knowledge is the development and refinement of models to explain scientific observations. The explicit use of models in teaching facilitates metacognitive engagement, which can lead to improved conceptual understanding (Kenyon et al., 2008).
The Science curriculum in Victoria, Australia is modelled on the Australian national curriculum and begins with an explicit aim of students developing an understanding of “the nature of scientific inquiry and the ability to use a range of scientific inquiry methods.” Models are mentioned frequently in the more detailed curriculum statements. For example, the curriculum strand “Science as a human endeavour” includes the following statement: “Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community.”
In this work we present examples of the representation of models in the secondary physical science curriculum and highlight opportunities for enriching the teaching of science through the explicit introduction of the history and nature of the model, with an emphasis on linking to metacognition (Avargil et al., 2017).
REFERENCES
Avargil, S., Lavi, R., & Dori, Y. (2017). Students’ Metacognition and Metacognitive Strategies in Science Education, in Y.J. Dori, Z.R. Mevarech, & D.R. Baker (ed.). Cognition, metacognition, and culture in STEM education: Learning, teaching and assessment, Springer International Publishing AG, 33-64.
Kenyon, L., Schwarz, C. & Hug, B. (2008), The Benefits of Scientific Modeling. Science and Children, 46(2), 40-44
The Science Threshold Learning Outcomes: Review and update
Get PDFIt is now over ten years since the science Threshold Learning Outcomes (TLOs) were developed (Jones et al., 2011). These provided high-level learning outcomes for bachelor-level science degrees and have been widely used to inform and evaluate curricula (Jones et al., 2021). This experience has generated evidence that national standards can play a key role in curriculum development and quality assurance, improving science degrees and providing accountability. However, much has changed in the higher education over the last ten years, not just from the COVID-19 pandemic, but also because of a growing recognition of the need to incorporate employability and cultural competence into science degrees. The rise of work-integrated learning and indigenisation of the curriculum reflect these trends but neither is evident in the TLOs. The pandemic has also raised questions about the necessity of hands-on practical experience, which may impact learning outcomes for some science disciplines.
The Australian Council of Deans of Science is keen to review and update the TLOs to better reflect best practice and provide a forward-looking approach for the sector. The original TLOs were developed consultatively across the sector and we will aim for widespread consensus for any changes. In this workshop, we will review the TLOs and discuss how well they reflect current practice. Modifications and additions to the TLOs will be evaluated, with the aim of contributing to a revised set of TLOs for the future.
REFERENCES
Jones, S. M., Yates, B. F., & Kelder, J.-A. (2011). Learning and Teaching Academic Standards project: Science Learning and Teaching Academic Standards Statement. Australian Learning and Teaching Council. http://disciplinestandards.pbworks.com/w/file/fetch/52690236/altc_standards_SCIENCE_240811_v3.pdf
Jones, S. M, Johnson, L., & Kelder, J. A. (2021). Discipline learning outcomes: Design resource and quality assurance mechanism. Advancing Scholarship and Research in Higher Education, 2(1), 1–27
Quadratic equations with absolute values: An example of developing proof in mathematics students
Get PDFProof is perhaps the most important and fundamental aspect of mathematics. However, it is generally agreed by mathematics teachers at upper high school and first year university that students lack the ideas of proof. How to develop this in students is a common, difficult and perennial problem.
In this presentation, we develop some ideas of proof based on the number of solutions of an equation involving a quadratic polynomial and absolute values of linear functions. We begin with the simple idea of making more precise a question that is posed, investigating the problem through exploration, and arriving at some conjectures. We proceed to determine ways to prove the conjectures and thus convert them into theorems.
The question discussed in this paper arose in a session for high school students held at the Department of Mathematics and Statistics of the University of Western Australia. The result is an excellent and interesting illustration of problem posing and solving in Mathematics that underpins mathematical thinking.
The paper is accessible to final year high school and first year university mathematics students. It is expected that it will serve as a resource for, and inspire further ideas and examples for, mathematics teachers for teaching proof to students
A unique assessment to motivate students in astronomy courses
Get PDFCONTEXT
In this presentation, I will outline my approach and development of a novel assessment item for introductory astronomy courses. This assessment has been implemented in two courses. The first course, PHYS1160 Introduction to Astronomy, is a wholly online general education course where the student cohort is numerous and diverse (averaging around 500 per teaching period). Typical of many online courses, this “designed for online” course does not have any synchronous activities or invigilated assessment; prior to 2020, the learning activities consisted of readings, low-stakes formative quizzes, discussion forum contributions, a quiz, and an essay. The second course, PHYS1116 Astrophysics, is a more rigorous course where the student cohort is small (around 10-15 students in its first teaching period) and consists of science students. PHYS1116 has one face-to-face tutorial, while all lectures are delivered online asynchronously.
Serious cases of academic misconduct are historically common in PHYS1160, particularly for the essay, and this presentation will focus on my replacement assessment of the essay in this course. Motivation is a factor that influences the likelihood of academic dishonesty (Krou, et. al., 2021). This assessment also aims to motivate science students to pursue astronomy.
INTERVENTION
A new assessment item was designed to increase student motivation by allowing greater freedom of choice and creativity. In this new assessment, PHYS1160 students are assigned multiple NASA Astronomy Picture of the Day (APOD) images but select only one to focus on for their assignment, while PHYS1116 students select their own unique image. The style and structure of the assignment is the decision of the student. Students hand in a plan to receive feedback from tutors before submitting their final version. Extensive documentation, including examples, rubrics, past submissions, and FAQs are provided to aid students, given the perceived vague nature of the task.
RESULTS AND CONCLUSIONS
Student and tutor feedback on the assessment has been positive. Students believed the assignment helped them to understand the topic, develop their communication skills, and exercise their creativity. Comments about freedom of choice and learning interesting concepts were frequent. Tutors commented that the assignment was more interesting to read than a standard essay, there were fewer plagiarism cases, and the plan helped students significantly. This feedback guides how the assessment is improved for the future. The resource has been peer-reviewed and accepted into the Australian Council of Deans of Science online resource repository (Jackson, 2021).
REFERENCES
Krou, M.R., Fong, C.J., & Hoff, M.A. (2021). Achievement motivation and academic dishonesty: A meta-analytic investigation. Educational Psychology Review, 33(2), 427–458.
Jackson, K. (2021, November). Astronomy Picture of the Day (APOD) written assignment. Australian Council of Deans of Science Resource Repository. https://www.acds.edu.au/resource/astronomy-picture-of-the-day/
Enjoying physics undergraduate labs in a pandemic
Get PDFIt has been well documented (Rice et al., 2009) that student engagement when learning physics and science is most powerful when experimenting in laboratory classes. With the forced shift to online teaching during the COVID-19 pandemic in a matter of weeks, making online laboratory activities ‘hands-on’ to the same extent of in-person experiments was difficult. In the rush to convert to online delivery, much of the ‘fun’ element of the exercises had been left out – designing the experiment, working with equipment, being in a team. By the second semester into the pandemic, we were able to reflect on students’ experiences and engagement and design a new set of experiments based on ‘emerging good practices’ for online learning (Olympiou & Zacharia, 2012) that incorporated choice, experimental design using simple, everyday equipment and data collection, including simulations and activities – the fun element, while still restricted by lockdowns and quarantines. A survey to measure student engagement during this time (Kota et al., 2021) explores student enjoyment in physics undergraduate online laboratory classes through an open-ended question. We discuss the qualitative results of the survey and how the implementation of the ‘emerging good practices’ led to improved student enjoyment and engagement in an online environment.
REFERENCES
Rice, J. W., Thomas, S. M., O'Toole, P., & Pannizon, D. (2009). Tertiary science education in the 21st century. Melbourne, Australia: Australian Council of Deans of Science.
Olympiou, G. & Zacharia, Z.C. (2012). Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding through science laboratory experimentation. Science Education, 96, 21-47.
Kota, S. D., den Besten, J. L., Lazendic-Galloway, J., & Sharma, M. D. (2021). Snapshot on student voices in COVID-19 physics labs. Proceedings from WCPE III, Hanoi, 2021.
Providing accessible and equitable education through MS Teams in COVID-19
Get PDFThe outbreak of the COVID-19 pandemic has changed higher education in different ways, including the shift from face-to-face to online teaching, requiring a change from physical academic activities to technological replacements. Education needed to be accessible, equitable and sustainable. In light of these requirements, a digital resource on MS Teams was designed for team interaction in the subject ‘Internet of Things’ being offered through the Department of Computer Science and Software Engineering at The University of Western Australia.
The platform provided insight into the students’ collaborations and discussions, which was not earlier available to the ‘Internet of Things’ unit coordinator. The unit coordinator, with access to the private group channels, saw increased interaction, collaboration and communication among group members. The data show that students began with low levels of interaction, indicating that they took some time to familiarise themselves with the technology, but later demonstrated high levels of interaction. The gathered data depict high levels of engagement and collaboration among the students. Some interesting observations were made, including the positive impact that responding to student comments using emojis had on student interactions. Furthermore, compared to using email communication, it was quicker and easier for the unit coordinator to reply to student concerns
Redescription of Utricularia singeriana and a new species Utricularia baliboongarnang Baleeiro & R.W.Jobson for north-eastern Western Australia
Get PDFA new species of Utricularia (Lentibulariaceae) is recognised for north-eastern Western Australia. A description of Utricularia baliboongarnang Baleeiro & R.W.Jobson is provided along with a new circumscription for the Northern Territory species U. singeriana F.Muell. to which it was previously assigned. We also provide comparison with U. hamiltonii F.E.Lloyd.; a Northern Territory species for which U. baliboongarnang was recently found to be the phylogenetic sister, and the distantly related western Kimberley species U. byrneana R.W.Jobson & Baleeiro of which it superficially shares a similar corolla. Diagnostic features are illustrated, and distribution, habitat, and conservation status are discussed
