Proceedings of Scholarly Inquiry into Science Teaching and Learning Symposium (2004)

Table of Contents

Keynote Presentations (Abstract)

Towards a second generation of e-learning
Shirley Alexander
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Non-refereed Papers

Ignoring the web?: Use of learning resources by psychology and biology students
Gail Huon, Branka Spehar, Paul Adam, Will Rifkin
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Visualising the science of genomics: cognitive and social interactions that promote learning in an online collaborative research project
Kathy Takayama
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The role of the scientist-practitioner model in the teaching of psychology: preliminary results from the AUTC funded project Learning Outcomes and Curriculum Development in Psychology
Greg Hannan, Frances Martin, Gerry Farrell, Denise Chalmers, Ottmar Lipp, Deborah Terry, Debra Bath, Peter Wilson, Stephen Provost
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Laboratory-Based Teaching and Learning: Developing Quality Assurance Processes
Ian Jamie, Peter Karuso, Dale Scott, Sharon Fraser
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Learning Statistics in First Year by Active Participating Students
Shelton Peiris, Tai Peseta
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Exam script analysis—A powerful tool for identifying misconceptions
Justin Read, Adrian George, Anthony Masters, Mike King
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Finding the right words - a systematic approach to word selection for a special purpose science dictionary
T. Winchester-Seeto, A.A Jones, H.J Caldon, E. Deane
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Peer pressure and performance: meaningful team work
Shaun Roman, Eileen McLaughlin
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An investigative laboratory program in first year chemistry — experience and outcomes
Grainne Moran, Julian Cox, Brenda Tronson, Neil Duffy
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How do introductory psychology texts present science, and the scientist-practitioner model?
Stephen Provost, Debra Bath, Ottmar Lipp, Frances Martin, Greg Hannan, Peter O’Connor, Denise Chalmers, Gerry Farrell, Peter Wilson, Deborah Terry
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AUTC Biotechnology Educators’ Network
Will Rifkin
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The University of Newcastle’s solution to the dwindling number of Science and Engineering students: Enlarge the pool
T.W. Burns
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Group projects in ecology foster a deep learning approach
Geoff MacFarlane
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Refereed Papers

A novel, online, interactive, problem-based approach to learning oncology
Laura C. Batmanian
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Teaching Technology Using Educational Robotics
Andrew Chiou
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What factors contribute to students’ confidence in chemistry laboratory sessions and does preparation in a virtual laboratory help?
Barney Dalgarno, Andrea G. Bishop, Danny R. Bedgood Jr., William Adlong
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AUTC Physics Project: Learning outcomes and curriculum development
A. Mendez, M.D. Sharma, B. James, D. Mills, J. Pollard, L. Kirkup, M. Livett, R. Newbury, M. Zadnik, M. Prosser
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Peer Assisted Study Sessions (PASS) in first year chemistry and statistics courses: insights and evaluations
Valda Miller, Elwyn Oldfield, Michael Bulmer
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Statistics—worse than a poke in the eye?
Peter Petocz, Anna Reid
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Science learning environment—outside-class experience: design, evaluation and challenge
Marian W. Radny
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Students’ perceptions of their understanding in Chemistry 1 for Veterinary Science
Justin Read, Adrian George, Anthony Masters, Mike King
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Towards conceptual understanding: bringing research findings into the lecture theatre in tertiary science teaching
Pauline M. Ross, Deidre Tronson
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Developing the courage to be incompetent
Carol J. Steiner
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A comparison of student usage of traditional verses ICT learning resources in the Life Sciences
Rosanne Quinnell, Elizabeth May, Hilary Lloyd
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