Proceedings of the Science Teaching and Learning Research Including Threshold Concepts Symposium (2007)

Table of Contents

Keynote Presentations (Abstract)

A perspective on threshold concepts in Science and Engineering
J.H.F. (Erik) Meyer
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The development of model of teaching focused on engagement and retention in large first year science courses
Karen Burke da Silva
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Towards a framework of teaching and learning indicators in Australian universities
Denise Chalmers
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Non-refereed Papers

One potato, two potato, three potato, four: the use of Hot Potatoes software in science language comprehension
Alice Richardson, Brett A. Lidbury, Felicia Zhang
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Moving towards constructive alignment in first year biology
Fiona L. Bird
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Educating first-year students about the benefits of conservation partnerships: an experiential approach
William Gladstone
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Authentic-based learning: linking theory to real-life experience by instructional design to promote effective learning
Valda Miller
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Double or nothing! Clever thinking, double-degree frustration, and returns to Science
Sandra J. Welsman
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Annotated bibliographies can help maximise benefit of literature research skills exercises
Michelle Coulson
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The importance of true-false statements in mathematics teaching and learning
David Easdown
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Using cognitive load theory as a framework for designing a set of integrated multimedia modules to assist in the teaching of a threshold concept
George Hatsidimitris
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The persistence of students’ alternative conceptions in wave propagation
A. Tongchai, K. Arayathanitkul, C. Soankwan
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Spotlight on online learning and teaching in sciences and technology
Daniel Carroll
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Physclips: multi-level, multi-media resources for teaching first year university physics
Joe Wolfe, George Hatsidimitris
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Glimpses of Science: ‘Multimedia-assisted’ science activities for primary school teachers and their students
George Hatsidimitris, Joe Wolfe, Jacinda Ginges
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Refereed Papers

Student performance in first-year physics: does high school matter?
Therese Au, Manjula Sharma
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Troublesome concepts in statistics: a student perspective on what they are and how to learn them
Michael Bulmer, Mia O’Brien, Sarah Price
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An evaluation of portfolio assessment in an undergraduate Web Technology unit
Steve Cassidy, Rolf Schwitter
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Using short podcasts to reinforce lectures
Steve Clark, Lucy Taylor, Mark Westcott
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The role of proof in mathematics teaching and The Plateau Principle
David Easdown
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Meeting expectations – a focus on professional practice in a final year undergraduate mathematics course
Layna Groen
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Designing and mapping a generic attributes curriculum for science undergraduate students: a faculty-wide collaborative project
Susan M. Jones, Julian Dermoudy, Greg Hannan, Sally James, Jon Osborn, Brian Yates, Christine Evans
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Teaching physics to non-physics majors: models extant in Australian universities
Les Kirkup, Dale Scott, Manjula Sharma
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An articulated approach to the development and evaluation of automated feedback for online MCQ quizzes in Human Biology
Jan Meyer, Sue Fyfe, Georgina Fyfe, Mel Ziman, Kayty Plastow, Kathy Sanders, Julie Hill
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Tackling misconceptions in introductory physics using multimedia presentations
Derek A. Muller, Manjula D. Sharma
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Medical Physics Kickstart: designing a senior high school physics workshop.
Christie Nelan, Philip Dooley, Manjula Sharma
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Using intervention strategies to engage tertiary biology students in their development of numeric skills
Rosanne Quinnell, Eunice Wong
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Developing robust and coherent conceptions of chemistry: An integrated model
Justin Read, Adrian George, Anthony Masters, Michael King
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Evolution of an assessment project
Ian M. Sefton, Manjula D. Sharma
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Intervening to create conceptual change
Pauline M. Ross, Deidre A. Tronson
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Are there educationally critical aspects in the concept of evolution?
Charlotte Taylor, Chris Cope
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Ethics, issues and consequences: conceptual challenges in science education
Barbara van Leeuwen, Rod Lamberts, Paula Newitt, Sharyn Errington
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Still pictures, animations or interactivity – What is more effective for elearning?
Alexandra Yeung, Siegbert Schmid, Adrian George, Michael King
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Group work: horses for courses in first year biology
Gary Ellem
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The Advanced Study Program in Science: challenging, motivating and inspiring our best science students
Joanne Blanchfield, Elizabeth McGraw, Michael Bulmer, Ricarda Thier, Helen Byers, Paula Myatt, Susan Hamilton, Robyn Evans
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Stimulating our talented: the Bachelor of Philosophy (Honours) program
Paula Newitt
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Research-led education: challenges and experiences
Anna N. Wilson, Susan M. Howitt, Kate F. Wilson
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Engaging students through authentic research experiences
Ashley Edwards, Susan M. Jones, Erik Wapstra, Alastair M. M. Richardson
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Use of traditional and elearning components in a blended learning environment
Osu Lilje, Mary Peat
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A project-based learning approach to protein biochemistry suitable for both face-to-face and distance education students
R.J. Prior, J.K. Forwood
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